5.10 The influence of nonverbal behaviour or unconscious facial expressions on student performance

This video illustrates the impact that a teacher’s nonverbal cues—such as a stern facial expression or a shift in demeanour—can have on a student’s emotional safety and musical performance. In the clip, one student explicitly describes feeling “scared,” a sentiment that manifests physically as tension while playing. These subtle cues can unintentionally transmit high expectations or perceived disapproval, creating significant tension for sensitive learners.In a reflective journal entry, the teacher-researcher captures a candid moment of self-observation and subsequent pedagogical adjustment after reviewing lesson videos and student feedback. By implementing more attentive individual practice portfolios, the teacher combines formative assessments—focusing on growth, effort, and incremental improvements—with summative evaluations. This serves as a powerful example of regular reflective practice in piano pedagogy: it demonstrates how teacher self-awareness and responsiveness to emotional cues foster a safer, more motivating environment that enhances both technical progress and musical confidence.This video forms part of a broader research project investigating the development of coordinated movement in piano performance, with applications in piano pedagogy, injury prevention, and performance enhancement.