Authors clarify the categories of non-verbal teacher activity and suggest how the individual teacher can increase the effectiveness of his non-verbal style. (Authors/CB)

Procedure is described enabling teachers to learn and remember the names of as many as 250 students by the end of the first class session. (CB)

Article describes three examples of common problems in oral classroom communications and suggested solutions. (GB)

The author suggests that technology itself is neither humanizing nor dehumanizing in education. Instead, he proposes that only the people, the teachers or the institutions which use (or do not use) the technology have this influence." (Author/AK)

The author attempts to interweave" several principles of communication into a discussion of directions of what I consider to be imperatives of change in the patterns of thinking about communication in education." (Author/AA)

This paper contains optional modifications and additions to the Brophy-Good Dyadic Interaction Coding Manual (ED 042 688). Included are 1) suggestions for changes in the way level-of-question is coded; 2) modifications of the child's answer categories for simplification or expansion; 3) new distinctions for coding the teacher's feedback following…

After identifying strategies which are used to avoid some of the unique problems of the first class meeting, the author outlines a model which covers the three general phases of the class: beginnings, work, and endings. In the first phase the physical arrangement of the classroom and the pre-class comments of the students are considered, followed…

Available from: Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091. Explored are some significant factors that the learning disabilities (LD) teacher should be aware of when help is provided to the LD student. (BD)

Describes what should be the role and behavior of the teacher in the classroom. (SP)

Results indicate about 46

Argues that questions can guide the course of knowledge acquisition and that they, combined with other factors, can create the figure and ground of text. (FL)

Identifies, categorizes, and explains four types of classroom communication (alchemistic/prewriting, analytic, evaluative, and closure talk) that improve student writing. (RL)

A SYSTEM FOR CLASSIFYING THOUGHT PROCESSES IN THE CONTEXT OF CLASSROOM VERBAL INTERACTION IS PRESENTED. THE DEVELOPMENT OF THE SYSTEM IS NECESSARY TO THE STUDY OF THE VERBAL PERFORMANCE OF TEACHERS AND STUDENTS TO ASSESS THE QUALITY OF THINKING THAT IS ELICITED AND EXPRESSED IN THE COURSE AND CONTEXT OF CLASSROOM OPERATION. VERBAL PERFORMANCES…