Prediction of Students’ Evaluations from Brief Instances of Professors’ Nonverbal Behavior in Defined Instructional Situations.

This study examined the power of judges’ ratings of professors’ nonverbal (NV) classroom behavior in content-free brief instances (nine seconds) to predict actual end-of-course students’ ratings of teaching (SRT). Professors in 67 courses were videotaped in 4 instructional situations: First class session; Lecturing; Interacting with students; and Talking about the course. The overall finding was that thin slices of professors’ content-free NV behavior could indeed predict SRT, but different patterns were found for defined instructional situations. Positive judgments of brief instances of NV lecturing behavior predicted positive post-course SRT components pertaining to the instructor. Positive judgments of NV behavior while interacting with students were negatively related to favorable SRTs. This counter-intuitive finding was tentatively explained by the fact that SRTs were negatively related to course difficulty, and professors presumably might have made greater efforts in their interaction with students in difficult courses, but these courses received lower ratings anyway. Micro-analyses of 44 molecular variables illuminated the NV profile of effective lecturing, and showed distinctions between NV profiles of effective professors and effective TV interviewers from a previous study. Social-educational implications of the findings for the SRT literature and for the NV literature were discussed. [ABSTRACT FROM AUTHOR]