The classroom participation of mainstreamed hearing-impaired college students was examined in relationship to student background, communication characteristics, and academic progress, and was compared to that of normal-hearing students. The relative degree of hearing loss per se was not related to participation but hearing-impaired students…

Guidelines for teachers on presenting information clearly to students include: maintain fluency and an adequate pace of information flow; use clear, precise, descriptive language; pause briefly (so that students can "digest" information); and reduce the use of amibiguous terms and "avoidance" phrases (such as "and so on"). (CB)

Explains that teachers must understand that discussion is not a simple collection of listening and speaking skills but a dynamic event that requires children to orchestrate a number of language skills. Offers suggestions for improving discussions. (FL)

When students do not enjoy communicating, and when teachers fail to communicate or to understand why their students are not communicating, opportunities for learning are lost. Research and theory about communication apprehension offer ways of understanding and dealing with this important barrier to learning. (MSE)

It is suggested that education is a process of relational development between students and teachers and is dependent on effective interpersonal communication. Seven stages of this relational development and nine relational skills for teachers are discussed. (Author/MSE)

Teachers are charged with training children to be good scholars and good citizens. In both domains of classroom life, the underlying process involves successful socialization into the student role. (CB)

Examines the interaction of teachers and learners in their various activities along a continuum that extends from instructional to natural discourses and is determined by the way participants present themselves to one another and negotiate turns-at-talk, topics, and repairs. Suggests ways to broaden and diversify discourse options in the…

Suggests a more literal definition of "classroom management" in reference to the role of the teacher. By focusing on the three overlapping and interacting sets of responsibilities carried by the manager--to the task, to the group, and to the individual--this approach attempts to put into perspective the multiple functions played by the teacher.…

Investigated use of behavior alteration techniques in managing student misbehaviors. Found that inexperienced teachers are likely to employ the same strategies, regardless of misbehavior type or intensity: (1) appealing to student's self-esteem and (2) feedback. (PD)

Argues that social interaction with peers is a necessary part of children's internal structuring of spelling. Describes briefly two classroom experiments in which children responded to each other's invented spellings. (HTH)

Decries teachers' use of questions with the phrase "tell me," arguing that this locus of authority in the classroom interferes with children's understanding of the function of language. (HTH)

A participant in a British teacher workshop that focused on student talk describes the progress of the group toward defining the types of language they wanted to focus on in the classroom and the group's publication of weekly progress reports. (HTH)

Discusses the shortcomings of teacher preparation in the area of questioning. Proposes using two contrasting paradigms for developing and analyzing questions for use with different texts and for different purposes. (FL)

The limitations of the particular communicative situation in the foreign language classroom, in which students spend much of their time silent while the teacher speaks, need to be recognized before applying new teaching techniques. The profession must find new ways to promote the need, the desire, and the pleasure of communicating. (MSE)

Describes a program for teaching teachers to help children understand the special needs of handicapped children through the use of group discussions, agency experts, handicapped guests, role playing activities, visual aids, and field trips. (SB)