Artifactics is a form of nonverbal communication having to do with the way in which one's attire affects the way a teacher communicates to their students. There are many different things communicated to students through artifacts such as level of professionalism, credibility, sociability and status. In most cases these outcomes are not achievable all at a once and this is due to the variation caused between formal and casual dress. It is a challenge for all teachers in achieving both the image of competent knowledgeable individual and one who can appear more relatable. Finding the right mixture can appease staff cooperation and relationships and ensure students that their teacher is invested and interested in their learning.
'Cold' Artifactic Cues Versus 'Warm' Artifactic Cues
'Cold' Artifactic Cues:
Relates to images of Professionalism, competence, intelligence, superiority/dominance.
Indicated more through formal wear e.g. suits, button up shirts/blouses, skirts, stockings, enclosed leather shoes
Useful in communicating to students that you have the credibility as a teacher to improve the knowledge and skills of students and bring their education to higher standards.
Although this may not establish a connection with students it would still indicate the self-confidence and enthusiasm you have for your subject for which the students would be affected positively by.
'Warm' Artifactic Cues
Creates images of Sociability, connectedness, relatability with students.
Indicated more through casual wear e.g. slacks, sneakers, flannels, jumpers, messy hair, sandals.
Useful in engagement and instilling a student with a confidence and trust towards the teacher.
Although this does not establish credibility of your skills it does work practically as gateway to improving student's learning by first gaining their confidence and trust.
A mixture of both these types of cues would enable you to communicate overall effectively of your ability to teach them efficiently. What matters is a teacher's ability to identify what learning needs students identify for themselves whether it is having a passionate teacher or a compassionate teacher. For some students it is mixture of both and so teachers would do better adopting semi-formal attires (no suits, collared shirts, skirts, light blouses, long pants, enclosed shoes, not too much make-up, neat if not groomed hair) as not to appear too distant through 'cold' cues but not too incompetent through 'warm' cues.
Either way even though to note that artifactics are necessary only for first impressions, attire is but a representation of the reality of a teacher's pedagogical competence. It may be possible after immersion into a school for long durations of time that reputations may be established and the need for these representations would cease.
For those first time occasions teachers need to consider their dress in relation to:
Who are they addressing? E.g. Staff members, students (what year)
What are the outcome goals? E.g. Professional, sociable, credible, status.
Mediating of the right balance of 'cold' and 'warm' cues?