A study examined whether deaf high school students' written English reflects their teachers' use of English sign markers in simultaneous communication by comparing the teachers' signed story with the students' interpretation. The students' output and teachers' input differed only in ways familiar from research on children's imitation and semantic…

A program for teaching with involvement includes being accessible, ready to listen, and personal, emphasizing the here and now, being a behaviorist, encouraging students to make value judgments, to make plans and to commit themselves to the plans, accepting no excuses, and using no punishment. (RM)

A system is described in which students are assigned to keep minutes for each class, read the minutes to the next class, and submit them for grading. The approach is helpful to both teachers and students throughout the course in diagnosing problems, introducing grading criteria, and reinforcing basic skills. (MSE)

Explains the various "verbally reflective devices" that students use to throw the responsibility for their actions back on the teacher. Offers suggestions for dealing with such devices. (FL)

Points out how student understanding of as well as student confusion about reading and word recognition are both functions of teacher behavior. (FL)

Discusses materials in the ERIC system concerning nonverbal communication. Examines nonverbal cues in other cultures and the differences traditional nonverbal cues take on in the classroom. (HTH)

Examines requests and responses of first-grade children in peer reading groups and concludes that children differ in the variety and complexity of their requests. (FL)

In relationship to findings of infant and junior school research projects, this article discusses six aspects of student/teacher interaction in the context of hearing children read. Topics discussed are time spent on the interaction, attention switching, classroom organization, the use of questions, the importance of meaning, and teacher help with…

Argues that effective authoritarians establish their authority in the classroom only so that eventually they can relinquish it to students, who must learn to become responsible citizens of school and society. Offers three principles for promoting good classroom discipline. (FL)

Presents an annotated bibliography of ERIC resources on the following topics: teacher communication; research on classroom interaction; using systematic observations to improve teaching; different systems of classroom observations; and research on classroom observation techniques. (PD)

Reviews ERIC materials dealing with the factors that influence interaction between teachers and students in the classroom. (HTH)

Indicates some of the pitfalls of using humor in the high school English classroom. Notes the need for striking a balance between serious and humorous classroom discussion. (RL)

Offers an annotated bibliography of 22 RIE entries from the ERIC database on the use of questions in the classroom and in other learning environments. (JMF)

The authors outline Strickland's model of eight types of listening; cite some studies which show that listening can be taught; and give suggestions to the teacher on classroom techniques they can use to develop good listeners. (SJL)

A well-implemented and well-staffed drug and alcohol education school program incorporating group process is gaining support from both program providers and evaluation research reports. Good program presentation procedures are essential factors. Classroom dynamics crucial for group process drug and alcohol education are presented. (Author)