A reciprocal teaching procedure is described that involves four strategies: clarifying, identifying the main idea, summarizing, and predicting. Benefits are illustrated from transcripts of teacher-student interaction during adult student second-language reading classes. (Contains three references.) (LB)

A hypothetical classroom discussion of the concepts of force and inertia in an introductory college physics course provides a vehicle for college teachers to examine the teaching and learning process. In the class session, a question-and-answer/discussion session sparked student insight and inquiry. (MSE)

In mathematical research, the purpose of proof is to convince. In the classroom, the purpose of proof is to explain. Enlightened use of proofs in the mathematics classroom aims to stimulate the students' understanding, not to meet abstract standards of rigor or honesty. (Author)

Describes writing conferences as a productive supplement to classroom teaching, and examines teacher behavior and the language they employ during these conferences. Supports the idea that current findings in sociolinguistics could better inform classroom practices and increase awareness and understanding of the impact of "teacher talk." Contains…

Looks at how Book Clubs (student-centered, literature-discussion groups where each student is reading a different, self-selected book) were structured in a particular second-grade classroom. Argues that students had opportunities for learning the academic and social content of literature while engaging in the cognitive processes and social…

Discusses studies done on second-language classroom interaction by classroom researchers and second-language (L2) acquisition researchers. Argues that it is critical to explore how the learner processes L2 information, because classroom interaction is a dynamic process characterized by the interplay between external verbal exchanges and internal…

Discusses Martin Buber's I-Thou dialectic as a pedagogical method, a process in which the teacher encounters the student and engages in an authentic dialogue. Presents Buber's dialectic as a humanizing teaching model that allows the student to gain a sense of relatedness between self and others. Contains 22 references. (VWC)

Describes the design of a standard first-year composition class in which the author used online discussion forums. Discusses how these design choices helped create a dynamic community of readers, writers, and learners in a writing classroom. Discusses pedagogical goals, and course design. Discusses several reasons why this approach works so well,…

Discusses the author's experience teaching a Writing through Literature course to a class that included a student with Tourette's Syndrome. Describes how the disorder appeared to be a sort of window on the unconscious, putting it on public display; and seeming to release, through this intense experience with the "voices of the self,"…

Outlines 20 ways to make proactive classroom modifications. These include setting clear expectations, providing a wide range of learning activities, keeping students with disabilities away from distractions, adjusting assignments, giving one direction at a time, providing incentives, involving parents, using proximity to manage behavior, and…

Discusses students (in two different settings, and both native and nonnative speakers) who were quiet in their English classrooms. Finds that dimensions of schooling which created barriers were opportunity to talk, self concepts, and texts and other course materials. Includes responses which consider how students can be helped to talk. (PA)

Analysis of observational and interview data concerning teacher speech and educational philosophy in inclusive classrooms with deaf students found teachers directed fewer utterances, on average, to deaf than to hearing students. Inclusive philosophies focused on an individualized approach to teaching, attention to deaf culture, advocacy, smaller…

Reviews the basic tenets of educator Haim Ginnot's theories about teacher behavior and classroom communication as the most influential element that contributes to children's behavior in the classroom, as teachers consistently demonstrate and model positive communication, behaviors, and relationships. Explains several of Ginnot's essential ideas…

This article reviews the literature and examines the effect of increased opportunities to respond (OTR) to academic requests on academic and behavioral outcomes of students with emotional/behavioral disorders. Findings indicate increased rates of OTR result in higher task engagement and academic achievement rates and low rates of inappropriate…

Examined the dynamics of classroom interaction through an analysis of interactive patterns that emerged during an English conversation class. Explored the potentials and constraints of the identified patterns. (Author/VWL)