Phases of an authority-interdependence sequence, which defines authority before defining interdependence, are presented. Then, three teaching strategies--self-awareness and group explanation, democratic process and responsibility, and relating process to substance--are described as utilizing the sequence. (ND)

Children between the ages of thirteen and fourteen participated in a free discussion lesson. Tolerance and understanding of interpersonal relationships developed among the children; the teacher learned to respond objectively in order to encourage the children's trust. (JB)

Recounts the experiences shared in a writing workshop for senior citizens in Harlem. Notes how the teacher developed as a workshop leader, what techniques were used to elicit writing by participants, and the "chemistry" of participant interaction. (RL)

Designed for classes of the mentally retarded but applicable to all children, the guidelines to classroom behavior present concepts of discipline and class management including teacher attitudes toward behavior, desired teacher and student relationships, the needs of the student (particularly the need for attention), and the objectives of…

Though the need for a language or languages to describe teacher behavior has been recognized for some time, few systems of analysis exist. A conceptual framework and a set of terms have been developed to describe the messages students and teachers send and receive in second language classrooms. This system is called FOCUS (an acronym for Foci for…

This guide, one of a series designed to aid the social studies teacher, discusses the importance of a class study, offers suggestions for collecting information, a convenient form for recording the data, and suggestions for its analysis and use. The class study plan is presented in two parts: a study and composite picture of individuals of the…