Exploring The Pedagogical Role Of Paralanguage In Behavioral Regulation: The Case Of First Year Middle School
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Date
2022-06
Journal Title
Journal ISSN
Volume Title
Publisher
UNIVERSITY OF MOHAMED BOUDIAF
Abstract
Abstract
The transition of pupils from elementary school to middle school requires a certain
level of learning maturity in order for them to face unfamiliar knowledge in different subjects
and to develop learning skills that would help them direct their focus towards their learning
and facilitate that process. However, most of pupils display disturbing behaviors in their first
year of middle school as a result of their learning immaturity. These disturbing behaviors
hinder their learning process and create an unhealthy learning environment. Furthermore, they
create a huge obstacle for teachers, especially in their classroom management. Luckily,
teachers can regulate these behaviors and help their pupils develop learning maturity using
different communication techniques. Regarding pupils' fragility and age, paralanguage seems
to be a great assistant for teachers while regulating their pupils' behaviors since it offers a
variety of non-verbal cues that can deliver teachers' feelings, attitudes, and opinions about
their pupils' behaviors without expressing them verbally, and can be easily captured and
understood by kids around that age. However, in such cases, paralanguage shouldn’t be used
randomly or spontaneously; a pedagogical and strategic use needs to be followed to make the
best use of these tools and to effectively regulate pupils' behavior.s
Description
Keywords
Key terms: Paralanguage, Non-verbal cues, Pedagogical, Behavioral Regulation