As one phase of a research program on teacher effectiveness, five studies were completed which sought procedures for aiding teachers in the acquisition and expression of hypothetico-deductive verbal structuring through microteaching. Hypothetico-deductive verbal behaviors have been found to be related to desirable pupil outcomes. The evidence…

This booklet discuss five methods of handling disruptive behavior, including: (a) the teacher-dominant approach, (b) the analytic approach, (c) the behavioristic approach, (d) the student-centered approach, and (e) the teacher-student interaction approach. Application of the approaches is illustrated using an example of a classroom conflict that…

A questionnaire was administered to 101 Indiana University undergraduates to assess their exposure and reaction to graduate student associate instructors (AIs). The Likert-type questionnaire also obtained background data on the students. Analysis of item responses reveal that students generally react positively to AIs. The data indicate that…

This is a booklet in the Project IDEALS series concerning personal development/social behavior. The first section details the various aspects and innovations concerning student discipline. Sections two and three deal with student-parent relationships and peer relationships respectively. A fourth section discusses teacher effectiveness in the…

This is an account of the experience of a college instructor and a group of prospective social studies teachers as they answer a simple question concerned with direction of travel through the Panama Canal and explore the reactions of students. The situation originates in a class discussion focusing on ways of asking and responding to classroom…

This article examines and discusses differing levels of accuracy in the communication of feelings provided by teachers in the classroom, and the effect upon development. The findings suggest the need for school personnel to acquire increased skills with regard to interpersonal communications in an effort to maximize student development. (LPG)

Discusses the benefits of a solid grounding in English grammar to a writer and outlines the psycholinguistic theory which "narrowly defines dialect as "any form of speech mutually acceptable within a group or area.'" Suggests that the flaw in this definition can affect a child's (and adult's) reading experience. (JM)

Elaborates on the importance of grammar instruction, especially to speakers of nonstandard dialects who, with an understanding of the grammar of standard usage, will be able to read and thus to educate themselves outside the classroom. (JM)

Presents a rationale for oral language management and suggests possible classroom practices for enhancing its use. Language management is defined as an attempt to guide the linguistic oscillations from learner to learner, thus encouraging content-centered talk by the teacher or learner, or both. (JMO)

Presents a continuation of an earlier article in this journal, giving French classroom words and expressions (and German equivalents), dealing with behavior during class, group work, discussion, role playing, language learning games usable in the reading phase, oral correction, and praise. (Text is in French and German.) (IFS/WGA)

This study investigated the effects of goal setting in student-led small groups and in teacher-pupil conferences on the learning of a gross motor task--three-ball juggling. (MM)

These suggestions are designed to help anthropologists who do not normally teach young children to organize a more effective presentation for young learners. (Author/JM)

Many teachers wish for a simple, effective method to deal with children's off-color or unkind use of language. Discusses a workshop called "Naughty words in the classroom." (Author/RK)