This case study explores the significance of nonverbal immediacy in the teaching process at the secondary education level. Nonverbal immediacy, comprising behaviors such as gestures, eye contact, and proximity, plays a pivotal role in shaping the teacher-student relationship and classroom dynamics. The research employs a qualitative approach, focusing on a specific secondary education setting to analyze the impact of nonverbal immediacy on student engagement, learning outcomes, and overall classroom experience. By delving into the nuanced aspects of teacher-student interactions, this study aims to provide insights for educators and educational policymakers seeking to enhance the quality of teaching and learning in secondary education.

Nonverbal immediacy, Secondary education, Classroom dynamics

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