ABSTRACT
As we mentioned earlier, one of our colleagues stumped us one day with perhaps one of the biggest questions of this book – ‘It's all well and good having an X-Factor, but what difference does it make to pupils’ learning?’ It was a big question, and we hope we have a big answer. The problems with ‘measuring classroom nonverbal behaviour’ and indeed in ‘measuring’ pupil achievement make such a question most difficult to answer. There are a large number of studies which analyse the connections between teacher nonverbal communication and pupil achievement. Recently, Klinzing and Aloisio (2004) analysed a significant number of these studies and collated research data spanning almost half a century. So what did they find?
