RESUMO
O estudo teve como objei vo verifi car a di-ferença na percepção dos seni mentos dos alunos pelos professores antes e depois de uma apresentação explicai va sobre o tema. Estudo de natureza exploratória de fonte primária, abordagem quani tai va com 13 professores de Enfermagem e Me-dicina. Um vídeo com a imagem dos alunos foi apresentado aos professores que res-ponderam ao quesi onário de idenifi cação de seni mentos e, após uma apresentação explicai va sobre comunicação não verbal e seni mentos, assisi ram ao mesmo vídeo e responderam novamente ao quesi onário. Quanto à idenifi cação de seni mentos, a alegria, a ansiedade e o interesse foram os mais idenifi cados. Encontramos valores estai si camente signifi cantes em relação à média da pontuação total antes e de-pois da apresentação explicai va (p=0,02). O professor é capaz de idenifi car os
sen-i mentos, porém, após a apresentação explicai va, sua percepção melhorou e ele conseguiu idenifi cá-los mais vezes.
DESCRITORES Estudantes Docentes
Comunicação não-verbal Emoções
Percepção
Professors’ perception of students’
feelings in the classroom: an analysis
*O
RIGINAL
A
R
TICLE
ABSTRACT
The objeci ve of this study is to verify the diff erence in professors’ percepi on of stu-dents’ feelings before and at er an explana-tory presentai on on the theme. This is an exploratory study using a primary source, and a quani tai ve approach with 13 Nurs-ing and Medicine professors. A vide show-ing student images was presented to the professors, who answered a
feeling-iden-ifi cai on quesi onnaire, and, at er an ex-planatory presentai on about non-verbal communicai on and feelings, the professors watched the same video and answered the quesi onnaire again. As to the idenifi cai on of feelings, joy, anxiety, and interest were the most ot en idenifi ed. We found stai si -cally signifi cant values regarding the mean total score before and at er the explanatory presentai on (p=0.02). The professor is ca-pable of ideni fying the feelings, but at er the explanatory presentai on, their
percep-i on improved and they were able to make idenifi cai ons more ot en.
DESCRIPTORS Students
Faculty
Nonverbal communicai on Emoi ons
Percepi on
RESUMEN
El estudio objei vó verifi car la diferencia en la percepción de los seni mientos de los alumnos por los profesores antes y después de una presentación explicai va sobre el tema. Estudio exploratorio de fuente prima-ria, abordaje cuani tai vo con 13 profesores de Enfermería y Medicina. Un video con la imagen de los alumnos se presentó a los profesores que respondieron el cuesi onario de idenifi cación de seni mientos y, luego de una presentación explicai va sobre comuni-cación no-verbal y seni mientos, vieron el mismo video y respondieron nuevamente el cuesi onario. Respecto de idenifi cación de seni mientos, alegría ansiedad e interés fueron los más idenifi cados. Encontramos valores estadísi camente signifi cai vos en relación a la media de puntuación total an-tes y después de la presentación explicai va (p=0,02). El profesor es capaz de idenifi car los seni mientos, sin embargo luego de la presentación explicai va, su percepción me-joró y le fue posible idenifi car seni mientos mayor cani dad de veces.
DESCRIPTORES Estudiantes Docentes
Comunicación no verbal Emociones
Percepción
Aline Raquel Sgariboldi1, Ana Cláudia Giesbrecht Puggina2, Maria Júlia Paes da Silva3
ANÁLISE DA PERCEPÇÃO DOS PROFESSORES EM RELAÇÃO AOS SENTIMENTOS DOS ALUNOS EM SALA DE AULA
ANÁLISIS DE LA PERCEPCIÓN DE LOS PROFESORES EN RELACIÓN A LOS SENTIMIENTOS DE LOS ALUMNOS EN SALA DE CLASES
Motivation is a condition internal to
individuals and, in learning, feelings, interpersonal relations,
affection, cultural differences, beliefs and
values are involved.
INTRODUCTION
The etymological origins of the word communicate go back to the Lai n word communicare, which means to make common(1). Communicai on is defi ned as a form of
understanding and sharing messages that are sent and re-ceived. For this act, the issuer, receiver, message, channel and response should be present(2).
Interpersonal communicai on can be divided in verbal and nonverbal communicai on. Verbal communicai on is associated with the words expressed through writ en or spoken language, while nonverbal communicai on in-volves all behavioral manifestai ons not directly expressed through words. Nonverbal communicai on is the informa-i on obtained through postures, facial expressions, ges-tures, body orientai ons, somai c pari cularii es, distance maintained among individuals and even the organizai on of objects in space(3).
According to social psychology research, it is esi mated that only 7% of thoughts are expressed through words, 38% through paralinguisi c signs (pitch, speed of words said, among others) and 55% through bodily
signs, that is, nonverbal(3).
Nonverbal signs provide diff erent mean-ings and have four main funci ons in the in-terpersonal communicai on process, which are: complemeni ng verbal communicai on, replacing verbal communicai on, contradict-ing verbal communicai on and demonstrat-ing feeldemonstrat-ings. Demonstrai ng feelings means demonstrai ng any emoi on that is not just through words, but mainly through facial expressions(3).
A percepi ve or intuii ve person refers to people with the ability to read other people’s body language signs and compare them with the verbal signs, thus ideni fying con-tradici ons(4).
Human emoi on is the aci vai on of a complex and elaborate neural network that promotes a very miscella-neous repertoire of behavioral responses(5). Feeling is
de-fi ned as the faculty or ability to feel and receive mental im-pressions. In addii on, it is considered a set of emoi ons(6).
Human beings’ face can show emoi ons. It is consid-ered a means for communicai ng and translai ng praci cal-ly all reaci ons or emoi ons(7-8). It is presumed that we are
capable of making and recognizing about 250 thousand facial expressions(9). The descripi ons of facial expressions
of emoi ons have been summarized(8,10-11).
Recognizing these facial epxressions can be funda-mental for teachers to elaborate interveni ons and im-prove students’ learning.
Teaching means si mulai ng to ideni fy and solve prob-i
habits(12). Teaching also means interaci ng, approaching
and making two diff erent universes dialogue(13).
Some authors consider teachers’ knowledge transmis-sion ability to be their main virtue. Informai on produci on, transmission and recepi on, however, is but one of the com-municai on funci ons between teachers and students(12).
Teachers need to arouse students’ at eni on and inter-est, mobilize their intelligence, be understood by the stu-dents and induce them towards expression and dialogue, beyond mere preoccupai on with exposing their course; in other words, they need to communicate adequately(12).
Teachers need to address various student aspects, includ-ing aff eci on, percepi ons, expression, senses, crii cism, creai vity(8).
In addii on, verbal and nonverbal communicai on be-haviors exist that can moi vate students to learn. Moi va-i on is a condii on internal to individuals and, in learning, feelings, interpersonal relai ons, aff eci on, cultural diff er-ences, beliefs and values are involved(14).
In educai on, the feedback resource is used, which is informai on the students receive about their performance in a given situai on or aci vity(15). When that feedback is provided,
nonverbal communicai on is very impor-tant, as the teachers need to interpret and validate the students’ nonverbal communi-cai on. If this validai on does not take place, the interpretai on can be distorted and the change in behavioral standards may not oc-cur, thus impeding the learning process.
Nonverbal signs that can be observed in students in the classroom, during the learn-ing process, include: body posture, locai on in the classroom, eye contacts, clothing, facial expression, voice volume, interpersonal distance maintained, touch and head movements(3).
In a theorei cal class, understanding is more evi-dent when interaci on occurs between teacher and stu-dent. At that moment, there is a constant exchange be-tween diff erent communicai on levels. Interaci on with the students involves the percepi on of teachers and stu-dents’ behavior, so as to adjust the class according to the detected reaci on and intervene in diff erent ways to guar-antee moi vai on and enhance reteni on(16).
Universii es, in turn, are commit ed to preparing and raising teachers’ awareness about their role as communi-cators, so that teaching is fl exible and up-to-date(17). Some
ideni fy feelings, as some classrooms contain a large num-ber of students and the physical structure is not adequate.
The inspirai on to accomplish this research emerged from the researchers’ interest in the nonverbal communi-cai on theme, its relai on with the teaching-learning pro-cess, and also from the interest in verifying if teachers at a private higher educai on insi tui on know what it is and whether they are capable of ideni fying the students’ feel-ings in a fi lmed recording.
The praci cal applicai on of this research is to make teachers and teaching insi tui ons pay at eni on to the benefi ts of an educator who uses and knows how to use students’ nonverbal communicai on during the teaching-learning process and that this percepi on can and should be trained through courses, reading and dynamics about communicai on.
OBJECTIVE
To check the diff erence in teachers’ percepi on of stu-dents’ feelings before and at er an explanatory presenta-i on about the theme in the context of higher educai on.
METHOD
Study design:exploratory research based on primary sources, due to the fi eld research design, with a quani ta-i ve approach.
Place of study:a Municipal Higher Educai on Insi tu-i on located in Jundiaí, Brazil.
Sample: all teachers in the Nursing and Medicine course were invited to pari cipate, as the study insi tui on off ers these course. The sample, however, comprised 13 teachers, 07 from the Nursing and 06 from the Medicine program.
Inclusion criteri:being a faculty at the study insi tu-i on and having at least one year of teaching experience. This minimum i me was set because, as a result of experi-ence, teachers may be concerned not only with off ering contents, but also with ideni fying students’ needs and reaci ons.
Insi tui onal Review Board: the Research Project was submit ed to the Insi tui onal Review Board of Faculdade de Medicina de Jundiaí and started at er obtaining ap-proval (Protocol FMJ 129/08). The subjects received the Informed Consent Term and anyone who read, agreed and signed two copies was considered a research subject.
Material preparai on:
Phase 01– Presentai on video for students: a presen-tai on was elaborated for the students, including videos obtained from the internet, which took 2’56”, containing
commercials from various contexts with a view to arous-ing diff erent reaci ons in a short i me period. The com-mercials contained funny, light and tragical scenes.
Phase 02 – Feeling idenifi cai on quesi onnaire: a quesi onnaire was elaborated for use with the teachers, who should mark whether they idenifi ed the indicated feelings (joy, anxiety, fai gue, lack of interest, doubt, inter-est, fear, anger, surprise and sadness) or not and, if yes, they should describe how they idenifi ed these feelings. The researchers chose to ask the teachers to describe the idenifi ed feelings so as to guarantee that the teachers did not simply mark the items without any refl eci on.
Phase 03 – Sample characterizai on quesi onnaire: a quesi onnaire was elaborated with 9 quesi ons, address-ing personal idenifi cai on (gender, age, marital status, profession, academic educai on and experience as a teacher) and the research theme (nonverbal communica-tion, learning process and perception of feelings).
Phase 04– Explanatory presentai on: a 12-slide Pow-erPoint presentai on was elaborated, aimed at the teach-ers, containing the defi nii on of communicai on types (verbal and nonverbal), the funci ons of nonverbal com-municai on, explanai ons about the feelings, accompa-nied by pictures without a view to a bet er understand-ing and examples of some signs that can be observed in students in the classroom. A nonverbal communicai on researcher assessed this presentai on and served as a content adequacy judge.
Phase 05– Student recording: the commercial videos were presented to a group of 5 students, who were fi lmed in a conveni onal classroom sei ng. These students were randomly invited to pari cipate in the recording and are familiar to the research subjects. This number of students was defi ned because the fi lm image is maller in compari-son with the actual image (live). Thus, a smaller group would permit an approach for the bet er idenifi cai on of feelings. The camera was strategically placed, guarantee-ing that all research subjects would be fi lmed and that the presence of a diff erent object in the classroom would not distract at eni on from the video that was being presented.
Data colleci on procedures
The tachers were invited to pari cipate in the research and a day was scheduled for data colleci on, according to their availability and stay at the insi tui on. Data colleci on started and involved the following phases:
Phase 01– Presentai on of the student recording to the teachers: in principle, the teacher was not informed about the research aims (masked to the research theme) to avoid any infl uence for teachers to pay at eni on to the students’ feelings.
teacher was oriented to mark how many i mes and in what way he idenifi ed the feelings.
Phase 03 – Complei on of the sample characterizai on quesi onnaire, which contained 9 quesi ons, 6 addressing personal idenifi cai on and 3 on the research theme.
Phase 04 – PowerPoint explanatory presentai on: the researchers showed slides with the explanatory presenta-i on and, soon at erwards, gave the teacher a copy. This presentai on took an average 10 minutes.
Phase 05– second presentai on of the student record-ing to the teacher: the teacher again watched the same student recording.
Etapa 06 – Complei on of the feeling idenifi cai on quesi onnaire AFTER the explanatory presentai on: the teacher should again mark how many i mes and in what way he idenifi ed the feelings.
Phase 07 – Feedback: at the end of data colleci on, the teacher watched the same recording, accompanied by subi tles with the possible feelings.
Data colleci on with each teacher took approximately 30 minutes.
Data treatment
Data were stored in Excel for Windows Explorer® and analyzed in Sot ware SAS (Stai si cal Analysis System) ver-sion 9.01 by a specialized profesver-sional. The following tests were used to obtain the results:
• Student’s Paired T-Test for comparison of means.
• McNemar’s Chi-square test to compare percentages.
Stai si cal signifi cance of the tests was assessed ac-cording to the generally acceptable literature standard and the p-score of the test was considered stai si cally sig-nifi cant if p < 0.05(18).
To analyze the feeling idenifi cai on quesi onnaire da-ta, a scoring system was used, in which answers were clas-sifi ed as YES or NO. Thus, if YES was marked, the score was added (higher than zero) and, if NO was marked, the score was not added (equal to zero). Also, the mean number of teachers who scored each of the feelings was obtained. Besides, mean scores before and at er the explanatory presentai on were compared.
RESULTS
Thirty-six faculty members were invited to pari cipate, but only 14 comprised the inii al sample. One of the re-search subjects was excluded due to incorrect comple-i on of the quesi onnaires. Hence, the sample contained 13 teachers. The other teachers did not at end data col-leci on and, as this research was accomplished for the
purposed of a course conclusion monograph, no new ap-pointment could be made with the teachers.
The average age of the 13 teachers who pari cipated in the research was 44.8 years (± 10.7 standard deviai on), minimum 27 and maximum 61 years. The sample pre-dominantly consisted of women (9 – 69.2%).
As for marital status, most teachers were married (9 – 69.2%), while the remainder was single (3 - 13; 23.1%) and divorded (1 - 7,7%). In professional terms, 7 (53.9%) were nurses, 3 (23%) physicians and 3 (23%) came from other professions (dental surgeon, pedagogue and bio-physician).
All faculty members (100%) had a graduate degree: 6 (46.1%) a Ph.D., 4 (30,8%) a specializai on and 3 (23%) a Master’s degree.
The average experience as a teacher was 15.2 years (± 11.2 standard deviai on), with 35 years as the maximum and 5 as the minimum.
Regarding nonverbal communicaion, 12 (92.3%) teachers answered they know about the theme. They reported that they have already read some scienifi c pa-per, book or text (9 – 69.2%), have watched lectures (7 – 53.8%) and taken courses that addressed the theme (2 – 15.4%). Only 1 (7.7%) teacher reported no knowledge on the theme.
All pari cipai ng teachers (100%) considered that the idenifi cai on of the students’ feelings is important for the learning process.
The teachers jusifi ed the importance of ideni fying the students’ feelings for the learning process, through which they could change and improve the teaching strate-gy. The main items they presented were related to chang-ing the teachchang-ing strategy, facilitai ng the learning process, verifying the student’s understanding of class contents, si mulai ng learning and enhancing in-class interaci on.
As for the expression of feelings in the classroom, all teachers (100%) reported they recalled some classroom situai on in which the expression of feelings was evident. In these experience reports, the pari cipai ng teachers most frequently meni oned the feeling of joy (4 – 30.8%).
All teachers managed to exemplify situai ons in which the expression of feelings was evident in the classroom, like the demonstrai on of fai gue, lack of interest, joy, doubt, desire to ask a quesi on, etc.
Table 1 shows the mean and standard deviai on of how many i mes each teacher idenifi ed a feeling before and at er the explanatory presentai on. To calculate the
mean score for each feeling, it was added up how many i mes the teachers idenifi ed each feeling, and then divid-ed by the number of teachers.
Table 1 – Mean and standard deviation of how many times the teacher identifi ed each feeling before and after the explanatory
presen-tation – Jundiaí - 2008
Obs: Student’s Paired t-Test. Differences were considered signifi cant if p < 0.05.
Before After
Feeling
Average Standard
deviation Average
Standard deviation
p-value
Joy 3.0 1.2 3.2 1.4 0.2
Anxiety 1.7 1.2 1.9 1.3 0.2
Fatigue 0.6 0.9 0.8 1.0 0.5
Lack of interest 1.2 1.2 1.5 1.5 0.1
Doubt 1.0 0.9 1.1 1.0 0.6
Interest 1.9 1.0 2.1 1.0 0.2
Fear 0.1 0.3 0.1 0.3 1.0
Anger 0.2 0.4 0.5 0.8 0.1
Surprise 1.0 1.0 1.1 0.9 0.8
Sadness 0.8 1.1 1.1 1.7 0.4
Total 11.5 3.4 13.2 4.7 0.02
The mean number of i mes the teachers idenifi ed the feelings at er the explanatory presentai on was higher for all feelings except fear, which did not change. When com-paring averages, the feelings the teachers most idenifi ed were joy, anxiety and interest.
No stai si cally signifi cant diff erences were idenifi ed in the before-and-at er comparison of means for each sepa-rate feeling. A stai si cally signifi cant diff erence (p=0.02) was found though when comparing the sum of means be-fore (total means bebe-fore) and at er the presentai on.
The total average number of i mes the feelings were idenifi ed, considering all feelings, at er the explanatory presentai on was higher (mean 13.2 and ± 4.7 standard deviai on) than before the presentai on (mean 11.5 and ± 3.4 standard deviai on).
The comparison of teachers’ professional category with the feelings’ idenifi cai on - 7 nurses, 3 physicians and 3 other categories (dental surgeon, pedagogue and biophysician) – showed a greater before-and-at er diff er-ence in the percepi on of students’ feelings in the other professionals category, as they managed to ideni fy more feelings when compared with nurses and physicians.
DISCUSSION
A amostra, composta predominantemente por pro-fessores do sexo feminino (9 - 69,2%), pode ser um viés importante já que as mulheres tendem a ser mais per-cepi vas e atentas para a linguagem corporal do que os homens. Elas possuem um olhar atento para os detalhes e uma capacidade inata de captar e decifrar os sinais não-verbais(4).
Due to women’s brain organizai on, most of them per-form bet er than men in terms of communicai on abilii es. Magnei c Resonance Images clearly show why women are more able to communicate and assess people than mean. They use between 14 and 16 brain areas to assess peo-ple’s behavior, against 4 to 6 areas in case of men(4).
The teachers’ comments during the study revealed that, besides the importance of ideni fying feelings in the classroom, they are very interested in going deeper into this theme. The established data colleci on i me of ap-proximately 30 minutes was exceeded several i mes due to the subjects’ comments and need to share their expe-riences. Despite acknowledging the importance though, not all teachers have already read something about non-verbal communicai on, with 69.2% having read and a mi-nority (15.4%) having taken courses on the theme.
When asked about previous experiences, all teachers meni oned recalling some classroom situai on in which the expression of feelings was evident; in these reports, joy (30.8%) was the most indicated feeling.
(19). Smiling faces are more disi nct from neutral faces in a
stai si cally signifi cant way.
Another study on facial expressions affi rms that these are rarely perceived in isolai on; face recognii on is gen-erally infl uenced by the context they are involved in. In this study, the pari cipants were asked to rank the facial expressions in three types (aversion, fear, happiness), shown in contexts with agreeing or disagreeing emoi onal meaning. Then, the pari cipants were asked whether the contexts infl uenced the explicit recognii on of the facial expressions. The results showed a higher answer score for the facial expressions accompanied by congruent con-texts, that is, the environment is an important factor in the recognii on of facial expressions(20).
In the study, the mean number of i mes each teach-er idenifi ed a feeling before and at er the explanatory presentai on was higher for all feelings, except for fear, which did not change, proving the hypothesis that teach-ers would manage to ideni fy a larger number of the stu-dents’ feelings at er the explanatory presentai on about the theme.
The feelings the teachers idenifi ed most were joy, anxiety and interest. The total diff erence found at er the explanatory presentai on was signifi cant (p = 0.02).
Repeii on and training remains a very important vari-able that should be taken into account if one is interested in learning. In a study, the idenifi cai on of nonverbal signs was compared between nurses who had read something on the theme and others who had not. A signifi cant in-crease occurred in the percepi on of nonverbal signs among nurses who informed they had read something about the theme. This demonstrates that learning about the nonverbal can be enhanced by reading about the theme(21).
Although explanatory presentai on was used in this study to compare the results, it cannot be guaranteed whether the teacher actually paid at eni on to it. Besides, data were collected at an internet laboratory located in-side the insi tui on, due to the need to use a computer and the easy access to this locai on at any i me. Thus, the choice of the place may have infl uenced the teacher’s at-teni on to the video and explanatory presentai on, due to the fl ow of people at the laboratory.
By concerning themselves with reading the students’ body language signs, teachers will become more aware and at eni ve in their aci vii es, and also more sensii ve to their own and other people’s emoi ons and feelings. That is so because a narrow relai on of reciprocity marks emo-i ons and gestures(3-4,8).
The classroom as a place to demonstrate emoi on, relaxai on, aff eci on, respect for the other, acknowledge-ment and valuai on of individual diff erences can si mulate knowledge construci on and enhance teacher-student bonding(14).
This private higher educai on insi tui on has no class-rooms with many students when compared with other insi tui ons, as the maximum number of students is 60 in the Medicine course and 40 in the Nursing course. This allows teachers to ideni fy the students’ feelings during class. The teaching method used depends on each teach-er and on what subject is taught. Some teachteach-ers use an aci ve method, with possible teacher-student interaci on, thus facilitai ng the idenifi cai on of the students’ feelings. Others, on the opposite, choose the lecture method, limit-ing interaci on with the student and, consequently, reduc-ing the percepi on of feelings.
Giving feedback enhances prosperous learning and the mastery of contents and skills. This return is valuable for learning, as it highlights dissonances between expected and actual results and encourages change. This feedback also appoints adequate behaviors, moi vai ng the repei -i on of correct ones(22).
CONCLUSION
In view of the stai si cally signifi cant results, it can be concluded that a diff erence exists in the idenifi cai on of feelings in general at er the explanatory presentai on.
It was perceived that teachers can ideni fy the stu-dents’ feelings but that, at er their at eni on was directed at nonverbal communicai on, percepi on improved and they managed to ideni fy the feelings more ot en, except for the feeling fear, which did not change.
The opportunity to share knowledge about communi-cai on, feelings and involvement in teaching was grai fying and construci ve, besides off ering a moment of refl eci on on the teaching-learning process for the teachers.
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