A number of exercises for promoting communication and self-expression in the classroom are described. (RM)

Guidelines for teachers on presenting information clearly to students include: maintain fluency and an adequate pace of information flow; use clear, precise, descriptive language; pause briefly (so that students can "digest" information); and reduce the use of amibiguous terms and "avoidance" phrases (such as "and so on"). (CB)

A classroom technique, the "Educational Lure" provides activities for the preschool child to "cruise, choose, explore, and learn." The "lure" consists of an object or collection of objects brought into the school, usually by the teacher. It may be made up of generally unfamiliar objects, familiar objects rarely talked about, or familiar objects…

A number of conversation exercises are described for use in second language teaching which are intended to promote communication in the foreign language by creating among the students a need to talk and a need to listen. (RM)

Presents specific information to help teachers give clear and precise directions. (SRT)

Discusses what teachers can do when they discover that they dislike a child. Regardless of teachers' personal likes or dislikes, classroom rules must be maintained for all students. To provide a just learning environment, teachers must examine their nonverbal cues, the quality of their verbal interactions, and the congruity between the two.…

Forty different forms which can be used for written communication with upper elementary and secondary students are presented in a reproducible format. The forms were created to fill a need for providing students at these levels with motivational notes. Drawings and messages based on a variety of themes are used to make the notes interesting.…

This examination of the frequency of occurrence of multiple meaning expressions in the oral speech of teachers found that such expressions as indirect requests, idioms, similes, metaphors, and irony were used in about 36 percent of all utterances by two different teachers at each grade level from K-eight. Implications for language-impaired…

Describes a professional development activity that offers a way for teachers to analyze their current classroom discourse practices and move toward the goal of dynamic and productive mathematical discourse. (ASK)

Provides normative data regarding the use of certain verbal behaviors manifested by college teachers. Indicates that usage of humor, self-disclosure, and narratives by college teachers was frequently relevant to course content and used to clarify course material. Suggests that award winning teachers used these same behaviors in relation to course…

Students can become better listeners by learning to: (1) listen accurately; and (2) listen critically, when interpretation is required. Teachers can foster accurate listening through games demanding close attention to rhythm instruments and directions. They can encourage critical listening through music exercises and activities that involve…

Suggestions are offered for activities that encourage language learners to communicate with each other in class using the target language. The activities include student pairs and small groups explaining picture stories and answering questions and solving problems presented in short stories. (13 references) (LB)

Participants in classroom discourse must be able to see, hear, speak, and be heard. In managing these aspects of the language classroom, the teacher must also command various strategies for managing students'"face"--the right to contribute or not, the right to acceptance of one's contribution in form and content. (Contains nine…

This guide for scholars presents a step-by-step process for planning and delivering an effective presentation. Chapter 1 discusses the four principles that underlie all presentations: (1) responsibility to the audience; (2) making conscious decisions about what to present; (3) making decisions before, during, and after the presentation; and (4)…

This handbook for teachers highlights issues related to the verbal participation of limited-English-proficient (LEP) students in the classroom, and provides suggestions for encouraging and integrating LEP students more fully into the ongoing verbal interaction in the regular classroom. The handbook's suggestions are based on the results of a…