Lying is a symptom of a much broader problem. Primary motivations are need for acceptance, fear of punishment, and desire for attention. Children learn about honesty through observation, both directly and indirectly. Admitting mistakes, especially to children, is invaluable and can help break the lying syndrome. (MT)

Suggests that teachers need practice in differentiating their responses to student behavior in order that they may enhance the effectiveness of their responses. The author gives some alternatives to the use of praise and also examines four types of praise. (Author/HMV)

Describes a 12-week pilot project by the Connecticut Storytelling Center, which involved assembly programs and storytelling sessions in six elementary school classrooms, including two bilingual classes. Teachers' reactions to the storytelling experience and observations on the emotional impact of the project and its effect on learning skills are…

Guidelines and suggestions for teachers for giving feedback to increase a child's self-concept are presented. Feedback should be positive, immediate, and frequent. Activities with immediate feedback features include the use of invisible pens for teacher-prepared questions in which the student, using a pen which makes the answer visible, knows…

Describes a dialogue-journal writing technique that requires a nonevaluative response from the teacher and is based on students' firsthand experiences. Several examples are provided. (RH)

Discusses what is being done at one teacher training institution to train preservice teachers in the area of classroom management. Includes preservice teachers' reactions to this training program. (Author)

Based on the research report "Thinking Skills" by Robert J. Marzano and C. L. Hutchins, this paper offers the following pointers on teaching children to think: (1) when teaching new information, have students compare it with what they already know; (2) provide students with manageable ways to evaluate information and teach them to ask…

The study explored teacher attitudes towards gifted programming and the gifted label, and determined whether teacher attitudes changed after being involved with an elementary school gifted program. Twenty-nine elementary classroom teachers in Jefferson County, Colorado, were surveyed as their school was beginning to host a full-time,…

This review presents evidence that student nonverbal behavior may be an important component in the formation of teachers' impressions, attitudes, beliefs, and reciprocal behavioral expressions. Results of the studies are considered within the research on impression formation, communication theory, and classroom activity and participation…

Provides suggestions to help teachers become (1) more aware of ways they verbally interact with students, (2) more objective in listening when they talk with students, (3) more aware of the debilitating consequences on pupils of long-term directing and judgmental responses, and (4) more aware of interactions that promote pupil autonomy and…

Recounts a teacher's involvement with students in the spontaneous process of learning to write. Presents the benefits of such an approach as preferable to conventional structured methods of writing instruction. (HTH)

This article presents practical information to help teachers become an effective force for drug education in their schools. A profile of a second grade teacher is included. She created a program that combines parent involvement and building student self-esteem in an effort to prepare children to refuse drugs in later years. (IAH)

Several factors have been identified that influence a teachers' use of curriculum materials. This paper focuses on the development of materials as a key factor in this process. Clarification is given on how a sophisticated design of curriculum materials can improve curricular implementation processes and outcomes. An overview of the implementation…

This pamphlet presents a series of tips for teachers to use in establishing classroom discipline. The first 11 tips provide guidance for the teacher in the use of language to maintain discipline: (1) be specific and clear; (2) be simple, brief, and to the point; (3) state directions positively; (4) use hard-line phrases selectively; (5) offer…

Describes how a third-grade teacher worked with a child in her class who had attention deficit disorder. The child was easily distracted and frustrated and had low self-esteem. The teacher's sensitivity to his ups and downs and her flexibility in modifying lessons helped the child succeed. (SM)