This report describes four experiments concerned with the effects of lecturer's degree of eye contact upon his teaching effectiveness, determined by the degree of audience retention of his message and by the audience's rating of the lecturer. In the first experiment, a male lecturer addressed small groups of female students in a laboratory…

Presents a list of 17 pointers for teachers to evaluate their effectiveness. (MD)

A hierarchy of communication effectiveness is derived with different teaching methods and devices assigned to one of four levels.

The author, by analyzing a research experiment shows that the teacher of black children should be taught significant elements of Negro nonstandard English. (MS)

Considers the interface of communication and instruction through: (1) a conceptual look at the areas of communication education and instructional communication; and (2) a description of the communication and instruction program at the University of Washington. (SR)

Claims the interaction between the faculty and the participants in the training situation has many parallels with acts of communication in daily life. Provides three axioms of face-to-face communication. Considers the behavior of persons in the teaching/training roles in the context of a classroom/training situation. (ABL)

Suggestions are made for how elementary school teachers can use a tree form on their bulletin boards, with occasional changes in display materials, to organize, inform, teach, classify, and reinforce classroom topics and school events. (CB)

Discusses how communication functions in the mathematics classroom and the consequences that result from those processes. Provides vignettes and examples of classroom communications. (ASK)

Focuses on books by Brown, Dowling, and Davis that constitute significant and substantial attempts to broaden and deepen the nature of discourse about, and activities in, the field of mathematics education. (ASK)

States that communication instructors fail students when making a differentiation between the worlds of bodily experience and embodied consciousness. Uses the E*D*I*T* system (experience, describe, infer, and transfer) to respond to problems in classroom discussion. Argues that general semantics is the separation of description in experience and…

This article presents the authors' reply to Rod Ellis's comments on their study on motivated classroom behavior. As Ellis correctly summarizes, the three student variables selected for investigation in the authors' study were attention, participation, and volunteering for teacher-fronted activity. These three components were then summed up in a…

The data discussed in this paper is drawn from research conducted in a multilingual urban primary school in Johannesburg, South Africa, where the official language of instruction is English and the majority of learners are African language speakers, frequently with very limited English proficiency. The paper presents a case study of one child who…

Everyone uses language to learn mathematics. Paying close attention to the needs of students who are learning English as a second (or third) language is crucial so that teachers can modify lessons to accommodate those needs. The Equity Principle requires that they accommodate differences in their diverse student population to help everyone learn…