Corporal Communication.

The basis of each classroom interaction is the corporal presence of the participants. All pedagogical acting occurs corporally (speaking, writing, moving etc.), and the way it is performed is meaningful: the intensity of a gaze, the posture, the way we say something - all these variations of `pedagogical acting` express meanings und are perceived and interpreted by the other participants. The corporal dimension of pedagogical realities has not been systematically studied so far - for this reason we do not really know much about it and can hardly consider corporal meanings when planning, holding and evaluating lessons. The objective of the planned research project consists in the reconstruction of corporal meanings in order to get a more differentiated view on pedagogical realities. We are particularly interested in: " how meanings are expressed corporally at school, " the significance of corporal expressions for pedagogical situations, " the interplay of verbally and nonverbally conveyed meanings within pedagogical contexts (congruences, incongruences, supplementation, accentuation etc.). Contrary to researches analysing verbal interactions, our study of nonverbal communication will also allow us to reconstruct phases of lessons in which meanings are predominantly expressed nonverbally (for instance lesson`s kick-off situations - from the first moment when the teacher enters the classroom). A main challenge of the study of corporal expressions consists in a systematic methodological approach allowing us to consider fundamental aspects of nonverbal communication such as sequentiality, synchrony and interactivity. Our empirical study is oriented towards phenomenological ideas (for instance Schmitz, Peirce) and our investigations are based on the objective hermeneutical reconstruction of videotapes. With this project we want to conduct a basic research on the meanings and effects of corporal expressions in schools. Corporal behaviour reveals how the participants create and interpret realities - therefore the reconstruction of bodily communication will allow us to identify sources for problems, pedagogical success and to comprehend the impact of corporal behaviour on the development of interpersonal relationships and constellations. We want to provide an access to corporally conveyed meanings and demonstrate how ideas, opinions, attitudes, concepts or dispositions and therefore how motivations, interpersonal relationships, hierarchical constellations etc. are expressed without words. Knowledge about corporal meanings is crucial for basic and advanced teacher-training. Furthermore, the reconstruction of corporal communication is relevant for different research interests allowing to gain insights into implicit dimensions of learning and teaching (for instance into role behaviour or into discrepancies between the commitment of supporting the individual development of children or adolescents and the submission to societal demands and requirements). To make the results and insights gained from our reconstructions accessible to other researchers we will, after having completed the project, publish a monograph and present a summary of the results on our website. We will document the proceeding and advancement on our website, publish articles and organize an international conference at our department.

The project addresses the significance of teachers corporal expressions and physical communication (CC) between them and their students in teachings situations. For this purpose, complete teaching units were recorded on video and subsequently interpreted and coded by research teams. Results were presented in case studies. These suggested that physical expressions mainly served to frame, reinforce and differentiate verbal messages. They also manifested and were designed to master areas of tensions in school education:1. CCs signal relaxed setting of learning activity where learners can observe, reflect, experiment, trial and practice without excessive pressure to succeed. 2. CCs integrate individual learners and teachers in collaborative groups that facilitate mutual motivation, support, questioning, instruction and imitation. 3. CCs question pre-existing knowledge and knowhow which need to be transformed by learning. 4. CCs contribute to the demonstration of knowledge and knowhow to be mastered.These pedagogical functions serve the development of autonomy in adolescents. They may lead to contradictions with societys dominance over the adolescent which is also achieved in schooling. The tensions caused by the two tasks school needs to perform create conflict for teachers forcing them to switch approaches and actions unintentionally. In addition to educational activities, others occur that aim to develop opportunistic arrangements with adolescents, that frame their performances as economic exchanges or as compliance with administrative orders, or which aim to mobilise them by moral pressure.CCs are manifested in particular ways: on the one hand, such signals are sent deliberately in order to balance the teaching situation despite the contradictions mentioned; on the other, CCs are hard to control and often betray what the staging is intended to hide by conspicuous lack of authenticity. Particularly demanding stages of teaching include critical developmental events such as when misunderstandings occur, rules are broken, or during transitional stages, e.g. at the end of breaks, or when new topics are introduced. This is where CCs are particularly significant and can make teaching succeed or fail.