Research into teacher nonverbal behavior is needed. Although teachers are usually aware of their verbal behavior, they may be unaware of many nonverbal cues they express through gesture, facial expression, posture, vocal tone, or similar mechanisms. Such nonverbal expressions convey attitudes and impressions which may affect the teaching-learning process and may be of particular importance in the acculturation of minority group children. A model of communication consists of (1) a sender, (2) a message, (3) a channel, and (4) a receiver. A model of a teacher's nonverbal communication behavior ranges from encouraging to restricting and can be schematized according to six pairs of antithetical characteristics: (1) congruous-incongruous, (2) responsive-unresponsive, (3) positively affective-negatively affective, (4) attentive-inattentive, (5) facilitative-unreceptive, and (6) supportive-disapproving. The effects of nonverbal communication may be brought about through such events as use of space, teacher travel, use of time, and control maneuvers. Unlike verbal communication, nonverbal communication does not easily provide feedback. Consequently, greater awareness of nonverbal communication plus greater awareness of student behavior is necessary on the part of the teacher. In training teachers, feedback on nonverbal behavior may be provided through awareness of student reaction and response, observational data, or video tape analysis. (SG)