The relationship of seating choice to the number of verbal classroom responses, grade point average, and course grade was examined. When college students chose their seats, the highest achievers preferred the front row, center section, and more responses emanated from this area. When seats were assigned, there were no significant differences in…

Described are four studies: three investigate how context affects classroom processes, and one studies the effects of training supervising teachers in the same skills needed by student teachers. (GW)

To discover how students perceived they were being helped to learn, three teacher nonverbal behaviors (invasion, touching, and eye contact) were investigated in secondary education typewriting classes through the use of silent videotaped teacher-student enactments and several significant findings were indicated, including a noted difference in…

Secondary students who read an economics lesson silently scored significantly higher than students who received an oral presentation of the lesson. A significant interaction between lesson organization and student ability level indicated that highly organized economics lessons increase student learning under certain ability level conditions.…

A review of the literature on classroom communication, structure, noise minimization, behavior modification, and cognitive behavior modification indicates that such techniques can help reduce non-attending, non-work-oriented behaviors of mainstreamed hyperactive adolescents. (Author/CB)

Presents two consultation models--Consultation in Addition to Direct Service Speech/Language Therapy, and Consultation Following a Speech/Language Evaluation--for the public school speech-language pathologist which integrate the student's speech and language goals into the classroom. Also discusses methods of implementing the models. (MM)

Describes a six-week program in which a teacher did not talk to her students but rather wrote all assignments and questions on the board. Concludes that the experiment improved student self-reliance and helped them to read and interpret instructions. (FL)

Analysis of language used by 18 teachers, half in traditional nursery schools and half in early childhood special education classrooms, yielded six categories of verbalizations used during group instruction. Teacher verbalizations dominated instructional climates and did not vary significantly with regard to setting or type(s) of children.…

A group process can allow teachers and students to deal openly with sources of conflict causing surface behavior problems and enhance self-control among students. Specific guidelines for group meeting structure and teacher behavior are given. A table summarizes the variety of functions and goals for which groups can be used. (VW)

Presents specific information to help teachers give clear and precise directions. (SRT)

Suggestions are offered for formulating a classroom management system where students develop social and psychological strengths, responsibilities, and independence in a positive classroom atmosphere. In this classroom, the teacher stresses the positive and is consistent without always being concerned with being "in control." (DF)

Describes von Thun's communication model which consists of four sides: relationship (you), factual contents (object), self-revelation (I), and appeal (call). Suggestions are made as to which side(s) should be emphasized when teaching the foreign language in the country itself and when teaching it in the home country. (SED)

Examined relationships among cognitive complexity (social perception skill), verbal ability, and communication competence in classroom communication. Found (1) moderate correlations between cognitive complexity and verbal ability and between communication competence and verbal ability and (2) minimal association between the overall communication…

Sensory metaphors--based on visual, auditory, kinesthetic, olfactory, or gustatory sensation--are pervasive in everyday communication. Teachers can improve communication with students by learning to recognize sensory metaphors, matching their own sensory language with that of their students, maximizing sensory channels, and teaching sensation and…

Compares the language generated by different kinds of oral communication activities. Areas of comparison include: speed of speaking, frequency of turns taken, and frequency of self-correction. Results indicate that the relative degree to which a student draws on his communicative and linguistic resources seems to be related to the communication…