Survey indicates that speech communication departments continue to prepare high school speech and drama teachers; however, enrollments in these programs declined markedly in the 1975-80 reporting period, and communication training offerings in business/industry/government have developed, providing alternative career opportunities for graduates.…

Transcripts of a videotape of sixth-grade pupils in their classroom, both before and after class begins, show how the pupils cue in to the order that their new teacher desires. The pupils assist their teacher in the elaboration of the order of their classroom. (Author/RM)

Examines how the relationship between teacher and student alters the connection between the writer's authority and the quality of the reader's attention. Discusses how teachers assess student writing from the perspective of an "ideal text," at the expense of discerning what the student is actually trying to say. (HTH)

Concludes that there may be some need for teachers to alter their language of instruction so as to eliminate specialized terms that create confusion among beginning readers. (FL)

The contention that classroom design influences impression formation has not been empirically tested. The purpose of this article is to bring to the attention of educational psychologists the possibilities for research in this area. The paper summarizes the findings of some initial investigations and suggests directions for future study.…

Points out that the functions of rhetoric in the classroom--synthesis, discovery, arrangement, persuasion, and memory--provide a starting point and a perspective from which to examine the epistemic claims of rhetoric. (PD)

Offers a list of questions for teachers to ask their literature classes, including questions on the author, the style, the theme, the setting, and the plot. Notes how sequencing these questions can prepare students for other activities in literature appreciation. (RL)

An annotated bibliography of 14 journal articles and documents from the ERIC indexes presents literature on verbal and nonverbal behavior, feedback of interaction analysis data to teachers, classroom coding manuals, and interracial interaction. (JN)

Cites materials in the ERIC system concerning research on classroom communication and its implications, and notes some of the problems with that research. (HTH)

It is proposed that the classroom communication methods most often used in foreign language instruction are unnatural and therefore limit learning. Students as well as teachers must be encouraged to ask questions, listen to other students, correct each other, and generally participate in the teaching process. (MSE)

The major implication of work in investigating language and schooling is that teachers need to be more aware of the ways language is used in their classrooms. (RL)

Discusses teacher-student communication in reference to the physics classroom. Suggestions are given to help teachers improve communication with their students, teaching style, and course content. Emphasizes the need for teachers to find their own style of teaching and communication with students and take pride in these teaching abilities. (DS)

Describes materials that have been developed that are concerned largely with "metacommunication," the type of communication used by teachers to check whether messages have been received and understood. They are used to instruct Chinese-speaking teachers of mathematics, art, science, physical communication, and music to teach in English. (PJM)

Evaluates the place of oral reading in the school curriculum. Argues the point that oral reading should be an exercise in communication between the reader and listeners and not an exercise in catching the reader in a mistake nor a method of keeping a class quiet. (BF/JH)

Recounts the experience of teaching a college course called "Women and Communication." States that students are required to turn in journals once a week. Presents some selections from those journals. (PA)