Intended to assist educators at all levels to teach students who are quiet, the first part of this book (The Quiet Ones: Why Are They So Quiet?) presents a summary of current theory and research concerning quiet children and their low willingness to communicate. The second part of the book (Working with Quiet Children) includes specific…

A study related the communication responsiveness of instructors to the affective and cognitive outcomes of students in basic speech communication courses. Specifically, the study investigated both the instructors' overall responsiveness and their responsiveness as climate makers. The communication responsiveness of instructors was measured by the…

The result of interviews with 77 students on California state university campuses, this paper explores a set of guidelines designed to facilitate communication between white faculty and minority students. The paper is divided into three sections, each dealing with one of the three areas of the guidelines: classroom interaction, advising, and…

Observations of 90 lessons reveal the limitations of the whole-class discussion, the dominant teaching method in elementary and secondary schools. In addition to producing a low percentage of student involvement, rarely more than 50%, teachers' questions and answer techniques do not usually stimulate critical thinking. Besides most often asking…

Prepared as part of a series applying recent research in oral and written communication instruction to classroom practice, this booklet reviews research and presents suggestions designed to improve the classroom communication climate. The first section of the booklet describes the process of building a supportive environment to reflect a range of…

As part of a research project on teacher power in the classroom, a study examined behavior alteration techniques (BATs) and behavior representative messages (BAMs) used by elementary and secondary school teachers in classroom management. In the first phase of the study, 177 college students generated lists of BATs and BAMs, and then, working in…

Investigates teacher classroom management communication using Scheflen's context analysis as a descriptive framework. Focuses on the movements or positions that teachers use in managing classroom interaction in an alternative high school class. Suggests hypotheses for future research. (PD)

Based on the premise that effective teaching depends on successful communication, this booklet discusses the nonverbal dimension of communication. The booklet contends that humans use nonverbal communications for the following reasons: (1) words have limitations; (2) nonverbal signals are powerful; (3) nonverbal messages are likely to be more…

Noting that classroom communication is a central issue in school systems, because spoken language is the medium by which much teaching takes place, this book investigates classroom discourse within the framework of applied linguistics, and discusses research drawn from elementary, secondary and postsecondary classrooms. The first section deals…