When it comes to communication, language allows people to communicate with great precision as it represents an important tool of communication. However, it is not always the most important one and it is often said that how people act is more important than what they say. If our nonverbal communication is not aligned with the words we have spoken, our message will be misinterpreted. Majority of messages we exchange with people around us have a nonverbal component to them. We are often unaware of both our as well as of other people’s nonverbal communication since it consists of numerous channels or subcodes, such as proxemics, haptics, physical appearance, kinesics, vocalics, and many other. When children reach school age, a whole new world of communication opens to them and they also learn how to express themselves. Therefore, teachers must be able to approach children on their level of communication, and one way to do it is via nonverbal communication. Every skillful teacher must be aware of his/her nonverbal communication. Despite the fact that it is not easily controlled, nonverbal behaviour plays an important role in teaching process. Bearing in mind the power of this type of communication, the aim of this thesis is to give an overview of the forms of possible teachers’ nonverbal communication behaviours and the effects they have on students’ success, especially in light of the fact that teachers play an important role in raising children, not just educating them.