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Review
. 2022 Jan 27:12:819821.
doi: 10.3389/fpsyg.2021.819821. eCollection 2021.

Students' Classroom Silence and Hopelessness: The Impact of Teachers' Immediacy on Mainstream Education

Osman Juma  1 , Maysigul Husiyin  1 , Asat Akhat  1 , Imirhamza Habibulla  1
Affiliations
Review

Students' Classroom Silence and Hopelessness: The Impact of Teachers' Immediacy on Mainstream Education

Osman Juma et al. Front Psychol. .

Abstract

The students' silence in the classroom has lately become an area of attention of educators and scholars similarly; however, the factors influencing students' classroom silence are not mainly scrutinized. This construct has been regarded as a problem of the communication between the educator and the learners that not only impact completing the teaching objectives in the classroom but also affect the nurturing of learners' achievement. In addition, teachers positively have a noteworthy function in learners' growth and progress and its behavior such as their immediacy remains a significant issue toward stimulating effective educational methods. Whilst teacher immediacy in a classroom setting is important, there is growing awareness about its important effect on learners' silence and hopelessness. This review tries to provide some considerations about the relationship between teacher immediacy, both verbal and non-verbal, and students' active silence and hopelessness. Successively, some suggestions are offered to lighten the practice of educators, learners, and teacher instructors.

Keywords: silence and hopelessness; students’ classroom silence; students’ hopelessness; teacher instructors; teacher’s immediacy.

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Conflict of interest statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

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