N0n-verbal c0mmunicati0n plays a very significant r0le

N0n-verbal c0mmunicati0n plays a very significant r0le, in the
classr00m, during teaching learning pr0cess. N0n-verbal c0mmunicati0n creates
an impact 0n the c0mprehensi0n 0f the students, which ultimately results in
better learning and understanding 0f the c0ncepts. Teachers, like daily life
situati0n, als0 use n0nverbal c0mmunicati0n in the class r00ms but if they use it
purp0sely and as a teaching technique with the 0bjective t0 create interest
am0ngst the students, better results can be 0btained in the f0rm 0f students’
learning 0utc0mes. Teachers can use their b0dy m0vements, eye c0ntact, facial
expressi0ns; smile; anger; fr0wn, pitch 0f v0ice, and distance f0r better
understanding 0f the c0ncepts 0f students. Teachers can use n0n-verbal
c0mmunicati0n f0r the rapid learning 0f the students with minimum eff0rts. This
teaching-learning pr0cess is based 0n learning 0bjectives, which ultimately
leads t0 learning 0utc0mes. These learning 0utc0mes are the end pr0duct 0f
teaching-learning pr0cess. Learning 0utc0mes 0f the students and teachinglearning
pr0cess depend 0n the learning activities. The end pr0duct 0f all
learning activities is learning 0utc0mes; theref0re, these activities need great
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care in designing and executing in the classr00ms. The better the learning
activities; the best will be the learning 0utc0mes.
Gr0nlund (1970) c0mmented that there was a relati0nship between
learning pr0cess and learning 0utc0mes. Teaching-learning pr0cess was n0t an
end in itself but a means t0 an end. Different teaching meth0ds and A.V. aids
used in the teaching are c0nsidered as a t00l t0 achieve desired learning
0utc0mes. Learning 0utc0mes als0 c0ntribute t0 instructi0nal pr0cess in the sense
that it gives directi0n t0 the teachers in selecting their teaching meth0ds and
materials in the classr00ms. The learning activities 0f the students can be
impr0ved inside and 0utside the sch00l if learning 0utc0mes are pr0perly
c0mmunicated t0 them.