Reminds teachers of sound practices of reading instruction, such as silent reading, the reading writing relationship, effective questioning strategies, proper reinforcement strategies, and ways to avoid wasting time. States that under the pressure of the demands of teaching, teachers may forget the sound practices they already know. (RS)

The process of implementing cooperative learning techniques in an elementary school in Montgomery County, Maryland, is described. Discussed are: learning techniques used, such as Student Teams Achievement Divisions, Round Table, Think-Pair-Share, and the Trading Game; student and teacher reactions to cooperative learning; teacher recommendations;…

Reports on a study which inductively derived a typology of students' compliance-resistance strategies that are frequently used in the college classroom. Probes the impact of teacher immediacy and strategy type on student message generation, and whether likelihood of resistance was related to the number of messages generated. (MM)

Examines how prospective teachers can better understand the importance of interpretive moves and become more adept at asking literary questions. Argues that skills instruction often takes away from literary discourse. (MM)

Unstructured interviews were conducted with 6 male and 10 female experienced Israeli teachers to develop a method to access teachers' views concerning a secondary school agrobiological curriculum, "Sciences of Life and Agriculture." The methodology appeared successful in obtaining teachers' subjective views of the curriculum. (TJH)

Illustrates the strength of the Socratic method by showing its applicability to a troubled student. Discusses feedback in the process-oriented approach to writing instruction, examining the purpose, nature, and focus of response. (MS)

Studies the responses of four teachers to errors made in oral reading. Concludes that although they used more than one strategy, the "tell" method of instant correction was used far more often than any other. Urges reading teachers to determine which methods are best for each student. (RS)

Reports on a study to determine the impact of feedback on academic achievement. Finds that students who received daily feedback scored significantly better on tests than students who received partial or no feedback. Maintains that the benefits to students outweigh any difficulties for teachers. (CFR)

Provides an overview of the conversational roles taken on by students and teachers during college-level writing conferences. Uses the performative theory of Erving Goffman to analyze these role patterns. Illuminates the specific performative demands presented by writing conferences on both students and teachers. (HB)

This study examined whether selected indicators of effective teaching would differ across three levels of expertise in teaching elementary physical education. Teachers and target students were videotaped during class; teachers' verbal negative feedback data were analyzed. Results indicated that expert teachers were not necessarily more effective…

Presents 35 strategies for dealing with common challenges that may arise in the cooperative learning classroom. Challenges include children who cannot get along, who prefer to be alone, who are unmotivated, who cannot keep up, who finish first, who finish last, and who make too much noise. (SM)

Neither teachers nor supervisors benefit from poor evaluation methods. Effective evaluation ultimately depends on the presence of open trust and communication within an organization. "Drive-by" shooting evaluations are often poorly disguised attempts to weed out a faculty member by confronting that person with virtually nothing but negative…

Students are rarely invited to become active participants in their own education. Empowering students positively affects their well-being, behavior and values, academic achievement, teachers, and understanding of democracy. Barriers to giving students more choice fall into three categories: structural impediments, teacher resistance, and student…

This article reviews research indicating that teachers' behavior is negatively affected by disruptive and aggressive responses of students with emotional/behavior disorders. It presents strategies to reduce classroom aversiveness, to reduce students' need to escape or avoid instruction through aggressive or disruptive responses, and thereby…

Describes an innovation in an outer-London comprehensive school and raises questions concerning its implementation. Describes the school and its context and outlines the innovation, Assertive Discipline. Presents classroom observations showing uneven interpretations by teachers and no positive effects on pupil behavior. Discusses seven potential…