It is proposed that the use of questions as a classroom teaching technique has been largely abandoned in favor of communicative authenticity, and that with careful attention to the linguistic, functional, discursive, and cognitive roles of questions in language, teachers can rediscover their diverse and interesting potential. (MSE)

This paper describes mathematics as a social practice and bases this idea on recent developments in diverse domains of research related to mathematical cognition. In the context of theoretical development, this paper is concerned with the question originally raised by Socrates but rephrased from the perspective of social practice theory: What kind…

This book outlines positive strategies for bridging the gap between teachers and students through personal, academic, and social connections, offering a guide to help teachers create a personalized refuge of safety and risk-taking for all students. After explaining why and how to use the book, information is presented on: "Identifying…

This document contains monthly issues of "Teachers Magazine" from June 1905 to June 1906. Issues typically include sections with music, plays, songs, poems, and games; a calendar for the month; monthly plans; and sections on picture study; current-events classroom talks; grade work; books; and miscellaneous topics. [This content was…

The essential basis of effective teaching and learning is recognition that education is not a preparation for life but the process of life itself at the student's age and state of development. (Editor)

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

The primary purpose of this paper was to identify and describe behaviors of social studies teachers regarding the nonverbal dimension of communication, a dimension that can encourage or discourage pupil interaction and facilitate or discourage effective pupil thinking. (Author)

Suggestions for teachers to reexamine their own educational priorities, relating them to daily practices in the classroom. (Authors/CB)

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)

Describes the underlying theory and procedures in developing a reliable category system for systematic observation of teacher-pupil interaction in high school biology classes. The instrument has five dimensions comprising the evaluative, cognitive, procedural, pupil-talk, and silence dimensions which are further divided into forty-five categories…

Classroom communication is too often a one-way proposition; pupils must not only be spectators, but participants, performing many activities that teachers now hoard for themselves. (Author/MB)

Sociometric ranking of ten classrooms was analyzed to determine if Jamrich's procedure was significantly different from conventional indexes. Spearman Rank correlations and Kendall's coefficient of concordance were used to determine degree of correlation. Jamrich's ranked values were not found to be significantly different from conventional…

Results indicate that pupils who frequently contribute verbally in the classroom are sociometrically visible as well. However, whether participating in class causes a pupil to gain sociometric credits or whether it is the status of the pupil that causes him to be more vocal cannot be answered at this point. (Author)

Describes a method for enhancing students' abilities to answer comprehension questions that categorizes questions according to the source of the information required for the answer. (FL)