Introduces a symposium aimed at providing a practical compendium of advice to teachers in communication for helping alleviate common communication problems among students in a classroom. (JMF)

Describes systematic desensitization as a form of behavior therapy for reducing anxiety. Examines its rationale and clinical practice and explores two features of the technique (relaxation and anxiety hierarchy) as they may be applied to classroom speech instruction for reticent students. (JMF)

Suggests a program for teaching students with communication problems. Outlines in-class strategies supportive of a positive interpersonal climate and a sense of orderly purpose. Uses written dialogues between teacher and student and individual conferences. (JMF)

Outlines the criteria which integrated strategies of reticence management must satisfy to be effective and to justify inclusion in a communication curriculum. Describes specific activities aimed at different categories of reticent students. (JMF)

Reminds speech teachers that characteristics of voice and articulation are important only to the extent that they impede accomplishment of communication goals. Students' problems in articulation, voice, and rate of utterance should be considered in this context. (JMF)

Describes a special option to the required speech performance course at the Pennsylvania State University. This alternative is designed for students who have communication problems with class participation, basic social contacts, or formal performances. (JMF)

Characterizes several types of quiet children and their communication problems. Offers suggestions for classroom teachers on ways to help and avoid hurting these students. (JMF)

Recommendations for improving communications skills are offered. It is stated that the process of communicating involves passing information and understanding from one person to another; a one-way process of sending out information is not good enough. To help principals communicate more effectively with their staff, recommendations are offered on…

Many two-year and four-year colleges are facing the task of instructing students who are underprepared. In the field of speech communication the problem is compounded because some students are not only academically deficient but are also communicatively apprehensive. Several courses of action must be taken to help lessen the problem. Eighty-six…

By examining curricular development, assessing teaching strategies, presenting experiential/simulated learning techniques, reviewing pertinent literature/media resources, and treating selected problems/barriers, this course guide seeks to address the issue of changing pedagogical techniques and learning strategies associated with intercultural…

Gallaudet College provides education for preschool age through adult hearing impaired persons. Because of the lack of clear and continuous communication during their developing years, students who come to the school have not learned the English language well and have had communication problems most of their lives. To address these problems,…

Despite complaints from undergraduate students concerning language and pedagogical skills of international teaching assistants (ITAs), institutions of higher education continue to appoint ITAs to teach. Legislative mandates have appeared to assess and improve language and pedagogical skills of ITAs, and the academies have likewise responded with…