The author states that the lecture is a valuable and necessary teaching method when used to help students synthesize information and understand relationships between concepts and to prepare them for discussion and practice. She offers ten suggestions for improving the effectiveness of the lecture. (MF)

Using the Flanders model, compares verbal interaction patterns in 16 New York City classrooms to determine if these patterns vary according to the social class and racial composition of the student populations. (BE)

Intended as a crash course for teachers of non-English-speaking children, this article provides suggestions for choosing instructional materials, activities that will ease the children into English, and ideas for dealing with the emotional needs of the non-English-speaking child. (Author/SJL)

The two-phase study was designed to (1) create a means whereby preservice teachers could lengthen the time they allow for a student to respond after posing a question; and (2) to study the relationship of want-time as an independent variable and dialogue measure, as a dependent variable. (RE)

Vocal cues which were inconsistent with verbal messages and their effects on teacher credibility were examined. Results suggested that teacher credibility was at least partially dependent upon the degree of verbal vocal consistency in teachers' messages. (Author/MH)

Studies the effects of student-structured (SSLS) and teacher-structured (TSLS) teaching strategies. SSLS students consistently exhibited lower frequencies of teacher dependency behaviors than TSLS students. Need affiliation results varied with the grade level of students. (MA)

Excerpted from "On Teaching," Schocken Books, Inc., New York, 1976. Deals with losing control, being out of control, fatigue and private spaces, as problems related to teacher productivity. (PR)

Explicates how teachers' control over classroom discourse patterns during teaching-learning activities influences the types of knowledge children create and acquire. Examines the relationship between two types of teacher-child discourse commonly used in early childhood classrooms and the semiotic tools children appropriate through participation in…

Used message semantics networks to analyze Year 1 teachers' questions of students during small group sessions. Found that although questions were common, they were used to prompt information already known to the teacher. Results suggest that questioning style may help or hinder children's learning and that semantic networks may be used to evaluate…

Studies a classroom issue, discipline, by viewing it from the framework of "Negotiated Order Theory." Reveals how and why discipline is negotiated by a first-year teacher and his ninth-grade students. Explicates the communicative strategies used by the teacher and his students to negotiate classroom order. Indicates that misbehavior…

Discusses routine classroom language teaching techniques and conventional teacher behaviors that are resistant to change and that may inhibit the use of more effective language teaching strategies. Makes suggestions for alternatives, such as emphasis placed on discourse rather than grammar, and self-evaluation as an alternative to normative…

It is argued that discussion of technology in college teaching commonly focuses on how to use it, while the important issues are when and why it is appropriate. Reasons for using technology are outlined, relating widely accepted goals in instructional development (improvement of communication, access to information, and effective presentation of…

The mnemonic device "ATOMIC" refers to course and lesson design elements that can help make college teaching more effective. It highlights the importance of these design components: audience, arena, ambience, topic, theme, title, objectives, message, methods, materials, involvement, close, and check-up. (MSE)

A tongue-in-cheek essays argues that if college instructors believe "writing across the curriculum" improves student learning and writing skills, and convince their students, it might become a self-fulfilling prophecy. Reading or grading the essays will be unnecessary; students can pretend they have written something, and teachers can pretend that…

Three elementary students with mental retardation were taught math facts during small group instruction in a regular classroom, using unrelated instructional feedback (sight word vocabulary cards). Results found that all students learned their targeted stimuli, some of their unrelated stimuli, and some of their peers' target stimuli through…