Examines features of the negotiation of meaning between learners and teachers of English-as-a-Second-Language, and distinguishes between the declarative knowledge that words have particular meanings and the procedures typically employed for realizing this declarative knowledge. Negotiation exercises based on a checklist of the dimensions of…

The study found that teachers of seventh grade mathematics classes interacted less frequently and for less time with the best students. At the grade 10 level teachers also spent less time interacting with high achievers but called on them more frequently in some situations. Sex differences were not observed. (Author/DB)

Studied the effect of child-adult ratio on communication patterns in six Swedish day-care centers. Detailed records of verbal interactions were studied in group for which ratio was dramatically changed. Found that high child/adult ratio leads to increased adult-initiated monologs and decreased child-initiated communication. (AJH)

Examined the differences between primary (grades 1 and 2) and intermediate grade (grades 4 and 5) teachers in the areas of teacher behaviors, teacher communications, grouping, control, and materials. Classroom observations and student questionnaires indicated that primary teachers used significantly more sanctions, procedural communications, and…

Focuses on how teachers can help young children become better listeners. Shows how building listening skills is dependent upon a positive classroom communication environment. Gives specific goals and activities for the classroom, and for parent involvement and practice at home. Teacher listening behavior, as well as child listening behavior, is…

Analysis of 7 classrooms for children (ages 3-17) with developmental disabilities and a day-care center with nondisabled preschoolers revealed that less than 14% of the 6,000 observation intervals contained an opportunity for communication. Most opportunities involved naming an object or event, followed in frequency by opportunities to request,…

The English-Zulu codeswitching behavior was studied of three senior teachers and the principal of a KwaZulu boarding school in their interactions with pupils. Switches into Zulu were shown to have important different kinds of academic and social functions in the classroom. Implications for teacher education in South Africa are discussed. (Contains…

Examines the empowerment of women by focusing on the use of teacher-centered power in the classroom. Distinguishes between coercive and benevolent use of authority and shows how students, particularly nontraditional students, may benefit by a benevolent use of teacher-centered power in the classroom. (19 citations) (MAB)

States that educators have argued for a kind of teaching that helps students to comprehend complex ideas. Considers that this kind of teaching might be important to low-income, cultural-minority students learning a second language, many of whom are at risk for underachievement in school. Proposes that "instructional conversations" might…

Discusses the use of the original text of Shakespeare's "Macbeth," a simplified version, and a comic-book version of the play in a college-level English-as-a-Second-Language (ESL) course. The results indicate that multiple versions of a text can help offset the shortcomings of using only the original text or a simplified version. (three…

Argues that teachers need to become more aware of the types of discourse they use in their classroom and become better able to distinguish between discourse patterns that promote second-language learning and those that do not. Provides a checklist for the self-assessment of teacher discourse patterns. (eight references) (MDM)

Discusses the responsibility of teachers and caregivers to provide high quality feedback to parents by using a parent feedback form (included). Suggests that the form can play a significant role in structuring expectations for both parents and teachers. It can serve to guide parents in what they may expect to see in their child's class and help…

Analyzes a short excerpt from a high school physics class discussion to consider the value of the students' work as inquiry and to illustrate a teacher's negotiation of the tension between inquiry and traditional content-oriented concerns. (MDM)

Most classroom messages come from nonverbal communication. By consciously controlling their own nonverbal expressions, presenters can maintain positive relationships with the audience while managing participants' attention, transitions, and directions. This allows educators to teach content more effectively. The paper examines the importance of…

This article discusses theories about knowledge and schooling and describes democratic classrooms. Students need empowerment to have a voice in curriculum design and governance. Schools that foster student voice must establish conditions for democratic talk in class. Students must be taught to respect others; they cannot be allowed to denigrate…