Proxemics: Environment and Space in Higer Education Institutions

Language is the most essential mediator that allows communication to happen and it usually occurs in two different ways, verbal and nonverbal. Research has shown that the majority of messages that we transmit carry a nonverbal component in them. According to Birdwhistell’s (1970) and Philpott’s (1983) approximations (as cited in Moore, Hickson, Stacks, 2014, p.4), 60 to 70 percent of our communication is nonverbal. Nonverbal communication is divided into numerous channels and subcodes such as haptics, kinesics, proxemics, vocalics and many others. Being unaware of nonverbal messages that are sent out can sometimes be a drawback, especially when we talk about certain situations in life, like classroom behavior. Nonverbal communication has a vital role in schools and faculties, where teachers and students must be aware of their nonverbal communication, as well as the importance of their surroundings. Different subcodes have a different impact on nonverbal communication in the classroom, but researchers have also noticed that proxemics, whether being aware of it or not, influences teachers’ and students’ progress work. Proxemics can sometimes be an advantage or a drawback in securing a successful and comfortable learning environment. Keeping in mind the importance of proxemics, the aim of this thesis will be to elaborate and display the importance of proxemics in higher education institutions.