Journal of Childhood

Introduction
Effective communication is one of the keys to successful teaching. Communication is divided into two categories: verbal and non-verbal. Non-verbal communication accounts for more than fifty percent of effective communication. Non-verbal communication is essential for learning. An individual may focus on his/her words and pays less attention to the signals his/her body simultaneously sends and receives. Facial expressions, tone of voice, posture, movements, eye contact, touch, and visual cues are among the most common channels of non-verbal communication (Ballester, 2015). The transactional theory (Barnlund, 1970) emphasizes that communication occurs not as a one-way “sender → receiver” process, but as a simultaneous and transactional process; meaning is produced in interaction (Smith, & Johnson 2022). Given that education is a transactional process, having good communication skills is valuable in the classroom. To communicate well in social interactions, our understanding of communication and its processes will improve relationships (Sing, 2012). If communication were a simple, linear process, the teacher would merely need to know the rules. However, because Barnlund considers it an “interaction” influenced by various factors, teachers need to be trained in decoding skills, emotional regulation, and simultaneous feedback to succeed in this complex transaction (Bayat & Rezaei, 1401). Given the important role of non-verbal communication in education, it seems necessary to design a protocol that helps improve teacher-student interaction in the classroom through non-verbal communication training. The aim of the present study was to design and validate a protocol for teaching non-verbal behaviors in the classroom, developed with the aim of improving teacher-student interaction
Research Methods
The present study was a mixed (qualitative-quantitative) sequential exploratory study. In the first phase, a non-verbal behavior training protocol was developed. In the subsequent quantitative phase, the training protocol was validated. The protocol was designed within the framework of data-based theory and using analysis of in-depth interviews with teachers and a review of the research background. The content validity questionnaire, which included a checklist, session summaries, and primary sources, was sent via messaging apps or email to expert teachers with 15 years of experience who had at least a master’s degree in psychology or educational sciences.. After one month of follow-up, the completed forms were returned. The content validity ratio (CVR) and content validity index (CVI) were calculated to examine validity..
Results
The findings from the qualitative section indicated that the developed protocol consisted of five 90-minute sessions, each focusing on one of the following five topics: familiarity with the general principles of effective communication in the classroom; fundamentals of non-verbal communication; titles, concepts, and characteristics of non-verbal communication; factors influencing non-verbal communication; and the consequences of non-verbal communication in the classroom. These topics were derived from a review of the literature and from teachers’ perceptions gathered through semi-structured interviews in the first phase of the research. The quantitative section focused on validating the protocol. The CVI and CVR were examined. Based on expert consensus, a validity index of one was obtained. The results of the CVR and CVI showed that the validity of all sessions was at an acceptable level, and all experts identified the inclusion of all sessions in the protocol as “essential” and the content of all sessions as “relevant.”
Conclusion
The aim of the present study was to design and validate a protocol for teaching non-verbal behaviors in the classroom to improve teacher-student interaction. One of the key features of this educational protocol is its comprehensiveness in addressing the components of a standard educational program. This educational protocol pays attention to all aspects of non-verbal communication. Although few studies were found in the review of past research, the current protocol is somewhat aligned with educational packages in terms of content. Rahmani and Bani Asadi, 2012; Derakhshan et al. 2018; Marvati et al., 2013; Zahedikia et al. 2013, Grinder have developed educational protocols for students that examine their impact on improving shyness, increasing social relationships, and feelings of competence and intimacy. All results have been in favor of teaching non-verbal behaviors in improving interactions. Given the importance of cultural factors in non-verbal communication, the selection of expert teachers only from Mashhad city is considered a limitation of the present study. It is suggested that the protocol be widely implemented for teachers and school counselors. It is also suggested that a questionnaire with a native scale be developed to measure teachers’ non-verbal behaviors based on the components of the protocol. 
Ethical Considerations
Compliance with ethical guidelines
This proposal was approved on October 14, 2024. The tracking code for the approved proposal is 162970910. The information of the specialists who completed the checklist was confidential and based on the principle of secrecy. All specialists participated voluntarily in the content validity review process.
Funding
This article was a extracted from PhD thesis of Fatemeh Sanavi Garoosi, Department of Psychology, Islamic Azad University, Qaenat Branch. This research did not receive any specific financial assistance from any funding organization in the public, commercial, or non-profit sectors.
Authors contributions
Conceptualization, methodology, validation, analysis, research, and review: Fatemeh Zanari Grosi and Hossein Karsheki; Editing and finalization: Fatemeh Zanari Grosi; Research advisor: Majid Pakdaman.
Conflicts of interest
The authors declared no conflict of interest.
Acknowledgments
This research was conducted with the collaboration of several expert teachers in the fields of psychology and educational sciences. We sincerely appreciate the participation of these teachers who took part in this study.