Presents aspects of three classroom contexts established between the teachers and the students in organizing instructional situations. (HOD)

Presented are some suggestions and information designed to increase the biology teacher's awareness of the potential for participation in discussion by each individual pupil in his/her class. (PB)

Case study confirms that a teacher's classroom communication behavior is affected by concerns about communication. Identified three types of teacher concerns about communication--self, task, impact--and then established a relationship between these concerns and patterns of behavior. (PD)

Describes a cooperative approach between teacher education and communication departments at Miami University, Ohio, to produce a field-based communication course for prospective teachers. Covers course content and organization. (PD)

This study of 40 working- and middle-class preschoolers indicates that Black children less frequently use internal state words to express their thoughts, feelings, and desires in the classroom than they do at home, or than White children do both at home and in school. (Author/SJL)

Examines directions suggested by studies in communicative competence, cognitive mapping of learning styles, and classroom interaction, seeking integration with a basically audiolingual approach to second language instruction. Suggests alternate ways of conducting classes to help teachers meet students' individual learning needs while still using…

Five vignettes of classroom interactions are presented to illustrate via the aesthetic evaluation model the significance of complex student-teacher interactions that facilitate or disrupt learning and the rendering of the unique characteristics of particular teaching-learning situations. (Editor)

Presents research concerning the school environment as a potential cause of increased communication apprehension in some children. Indicates a substantial increase in the average communication apprehension level of children occurs between kindergarten and grade five and that a disproportionately greater number of teachers with high communication…

Aims to give the teacher a practical framework which can be used in the classroom. The analysis of the framework is based on tape recordings of classroom lessons in the teaching of English as a second language (ESL) in Germany and on observations during a project on bilingual education in Wales. (AMH)

Activities are suggested which might be carried out by teachers as a form of in-service training on topics related to the skills of general management of discussion in the mathematics classroom. (MP)

Discusses the role played in classroom communication by each hemisphere of the brain and how each helps a child decide on the authenticity of verbal communication. Cites a study of verbal-nonverbal cues and brain functioning revealing that children rely on the nonverbal cues as indicators of the true message. (FL)

The author describes and gives examples (from Boston schools) of a nonpunitive approach to classroom discipline designed by William Glasser. The Glasser approach involves getting the student to make a commitment to change his undesirable behavior through class communications. (MF)

Research on the effects of teacher clarity on student achievement levels suggests that teacher trainees should concentrate on reducing their use of "vagueness terms" and ambiguous word phraseology in a classroom situation. (LH)

Investigates the effect of the use of a training method that applies the kinetic structure of verbal communication on the increase of the commonality of secondary science teachers' lectures. (HM)

The effects of student self-recording and contingent points on undergraduates' verbal behaviors during class discussions were investigated. The contingency system increased the percentage of students participating and the frequency of individual comments during each discussion. The points were more effective with reticent students. Students'…