Discusses the concept of matching instructional methods to learning styles to improve student performance. Research on learning styles is reviewed, and other benefits of investigating learning styles are suggested, including recognizing the cognitive and affective diversity among students and encouraging more versatile teaching techniques. (15…

Investigates the degree to which 98 elementary teachers were encouraged to use reflective thinking and teaching skills during their student teaching. Makes recommendations for changes in preparation of future teachers. (RJC)

Examined the ways in which the children of two kindergarten classrooms affected the curriculum. Children were active members of both classrooms, although their influence was more indirect than direct. Boys engaged in more verbal behavior than girls. (RJC)

Recent developmental studies have focused on children's learning strategies and on the socio-instructional dynamics that foster strategic learning. Discusses Vygotsky's concept of the zone of proximal development in the context of traditional cognitive strategies research and in terms of its practical applications. (Author/BJV)

Reviews the literature for empirical support of the use of humor in classroom teaching. Concludes that the judicious use of humor by a teacher can facilitate student learning, and offers guidelines for its use. (FMW)

Exploration and comparison of the teaching and learning themes and strategies found in learning-oriented and work-oriented classrooms found that the former classrooms displayed a learning purpose, peer helping, self-evaluation, supportiveness of errors, endogenous lesson-introduction, fewer negative management situations, and teachers' beliefs in…

Argues that it is possible and desirable for writing tutors, acting out their role in classroom tutoring programs rather than in writing center programs, to play the dual role of teacher and tutor. Maintains that classroom tutoring projects have the potential to help educators practice the art of translating different philosophies, practices, and…

Addresses the importance of reevaluation of teaching practices at the classroom and teacher education levels. Reviews the term "reflection," as defined by Dewey, and its process. Discusses whether preservice teachers are capable of reflecting and how a climate of critical inquiry can be fostered. Suggests strategies that promote reflective…

Contrasts the instructional process for canoeing (explanation of the skill, demonstration, imitation by trainees, correction of errors by the instructor, and trials for further practice) with the coaching process (observation by the coach, analysis of technique by coach, goal setting, trials of modified behavior by trainee, observation and…

Reported are the results of a questionnaire administered to 135 teachers in Alabama to determine the effects of encouragement on their use of hands-on science activities. The effect of personal success on teaching style is also discussed. A copy of the questionnaire is included. (CW)

Retired teacher Roma Gans is described in terms of her early life and education, early teaching experience, teaching experience at Teachers College, publishing experience, citizenship, and retirement. (DG)

A naturalistic case study of three experienced teachers of English as a Second Language identified six instructional routines that the instructors alternated and modified according to divergent teaching goals and functions, focusing mainly on student task performance rather than on presentation of content. (65 references) (Author/CB)

Despite technological advances, the slide remains a feasible tool for the teaching of language and culture/civilization courses. It serves to stimulate discussion and break from the normal routine. A simple and inexpensive "how to" method for home slide production is described. (LET)

The viewpoint that a college teacher's knowledge of subject matter is sufficient for good teaching is criticized because it (1) suggests that the teaching process requires minimum commitment and effort; (2) fails to value appropriately the needs of students; and (3) connotes closed-mindedness, even arrogance, at odds with productive human…

This article distinguishes four types of art teachers encountered by talented art students and analyzes how each type may influence students. The four types are (1) the first-rate artist; (2) exponent of a system; (3) inspired lover who communicates enthusiasm and intuitive appreciation; and (4) nurturer of young talent. (JDD)