Describes four general teacher competencies for conducting ordinary whole-class discussions. (author)

Conclusion of a two-part article. (SK)

Part 13 of a continuing series. (SK)

Part 1 of a continued article. (WB)

Describes a method with data analyzed from two lessons on the quantitative assessment of content structure in classroom dialogue. Kinetic structure analysis was used and the fundamental coefficient of structure was calculated for each lesson. The method should provide new directions for looking at verbal interaction in classrooms. (PS)

The purpose of this study was the development and testing of an instrument for measuring interaction behavior in small group communication. It was designed to produce valid and reliable measures for each dimension of such behavior. (Author/JB)

Suggestions to teachers for first writing activities. (SP)

Discusses attitude a well-informed, liberal minded teacher should take toward the use of slang by students in oral and written communication in the classroom. (Author)

Tinkering with the language inhibits the meeting of minds. (Editor)

Whether he wishes to or not, the teacher will exert a major influence on the communicative effectiveness of his children. This influence may be negative or positive. What he does will determine to a great extent whether speech impairments become speech handicaps or whether they lessen or completely disappear. (Authors)