This study sought to identify, describe, and document the nonverbal communicative behavioral patterns of English language teachers. Specifically, this study sought to: (1) identify the encouraging and the inhibiting nonverbal communicative behavioral patterns manifested by the college English language teachers; (2) identify the encouraging and the inhibiting nonverbal communicative behavioral patterns manifested by the high school English language teachers; (3) identify the encouraging and the inhibiting nonverbal communicative behavioral patterns manifested by the elementary English language teachers; and (4) identify the observable immediate effects nonverbal communicative behavioral patterns manifested by the English language teachers to their learners. Findings of the study revealed: (1) The encouraging nonverbal communicative behavioral patterns (kinesies) manifested by the college English language teachers were mostly gestures, specifically deictic movements, iconic signs, open palms arms, and head nodding. This was followed by facial expressions, postures, and eye contact. For paralanguage, praise/affirmation was very significant, followed by voice quality. (2) The high school English language teachers? encouraging nonverbal communicative behavioral patterns (kinesics) that were exhibited included gestures such as open palms/arms, deictic movements, hands extended forward, and head nodding. It also included facial expressions and eye contact. In paralinguistic aspects, the teachers still employed praises/affirmation and then a modulated voice quality. In terms of inhibiting kinesics, posture ranked first emphasizing on putting/folding both arms in front, followed by putting one or both hands at the back/pocket. Touching/wiping one?s face/nose/forehead under gestures come next in rank. The most observed facial expression manifested by the teachers was frowning, however, no manifestations of an inhibiting eye contact surfaced. In paralanguage category, hesitations (vocal segregates) were observed, but not very dominant, there were only very few manifestations recorded. (3) Most of the encouraging nonverbal communicative behavioral patterns (kinesics) manifested by the elementary English language teachers were still gestures (deictic movements, open palms/arms, head nodding), followed by posture with emphases on bending the body forward, poise/stance, pacing motions, and physical appearance. With respect to paralinguistics, praises/affirmation ranked first, followed by a modulated voice quality. For the inhibiting manifestations, postures were identified to be more dominant followed by gestures under kinesic category, hesitations (paralanguage) were also observed, though not very significant. (4) Considering the observable immediate effects of nonverbal communicative behavioral patterns manifested by the English language teachers, though the students/pupils vary in their perceptions on the role of their English language teachers? nonverbal communications, it was found out that majority of the students/pupils interviewed claimed that the encouraging nonverbal behaviors of their English language teachers have readily energized/incited them (students/pupils) to actively participate/interact in their class endeavor thereby making the class discussion a livelier one. It was also found out that the students/pupils came up with a common denominator as to their reasons for participating actively in their respective classes, to wit: (1) the nonverbal manifestations of their English language teachers help them (learners) in comprehending the lessons imparted to them, (2) they (nonverbal manifestations) enhance better appreciation to their teachers, for they capture their attention and interest, (3) encourage them to listen to and to interact in the discussion, (4) motivate them to express their ideas freely, (5) help simplify difficult words and expressions, (6) make classroom activities livelier, and (7) eliminate students' fears and tensions.