ABSTRACT
It is just since the late 1890s that the study of nonverbal behavior has reached the status of scientific legitimacy, and in fact, it is only in the past few decades that a substantial amount of theory and research have been carried out in the nonverbal domain (e.g., Feldman & Rimé, 1991). It is not surprising, then, that the means by which nonverbal behavior might be applied to the realm of education has not received much attention.
