Dyadic interactions between teachers and students were recorded in 30 classrooms with each classroom being observed for one day. At the end of the day teachers were told the number of contacts they had with individual students and were asked to estimate the percentages that were a) response opportunities, in which the child attempts to answer a…

Low-inference measures of teacher process variables from two behavioral observation systems were taken on a sample of 31 teachers selected because of their consistency in producing student learning gains on the Metropolitan Achievement Test and were correlated with student outcome measures. Correlations show the strength of relationships with…

A self-instructional program for teachers is designed to aid in the clarification of value statements in the social studies classroom. The three statements, a method of teacher response for the clarification of student value statements, and suggested teaching strategies to promote student value statements in the classroom. Activities in the…

The relationship of the hierarchy of teacher concerns to classroom verbal behavior was investigated. Participants were 66 elementary school teachers with 3 to 8 years teaching experience and 26 beginning teachers in two large public school systems in the southeast. The Teacher Concerns Statement (TCS) was administered to all 92 subjects. Four…

The study investigates some of the procedures involved in training teachers to use their verbal attention (to students) on a contingent basis. The results suggest that a combination of modeling and feedback can increase a teacher's positive responses to students. Both film-mediated modeling and feedback of performance were used to change one…

AN ATTEMPT WAS MADE TO DEVELOP A TAXONOMY FROM A SYNTHESIS OF PREVIOUS APPROACHES TO THE DESCRIPTION AND CATEGORIZATION OF TEACHER CLASSROOM BEHAVIOR. INVESTIGATORS FOUND THAT THE VARIETY OF VIEWPOINTS COULD NOT BE SYNTHESIZED INTO ONE SINGLE SYSTEM. HOWEVER, SOME OF THE CATEGORIES, APPROACHES, AND CONCEPTUALIZATIONS FROM PREVIOUS EFFORTS PROVIDED…

The author offers insights gleaned after one year of teaching, including thoughts on classroom control and discipline. (DS)

The teacher's empathetic responses to the student, his unconditional acceptance of the student, and his genuine relationship with the student are important elements in helping students who present academic and behavioral problems. (NQ)

Stresses that non-verbal as well as verbal behavior must be considered in interaction analysis. Cites examples of behaviors that are interpreted differently by various cultures. (CP)

Reviews the development, scope and application of classroom communication. Discusses specific applications to educational settings including behavior modification, team building, community relations and discipline. (MH)

Describes an art appreciation lesson conducted by a third-grade Tennessee teacher and her ability to respond to the students' creative insights. (MD)

This essay begins with a description of Jurgen Habermas's theory of communicative action, emphasizing aspects which relate to a critical theory of teaching/learning. Existing theory and research is reviewed. A critical theory of pedagogy as a form of communicative action or interaction is presented. (MT)

Approaches classroom instruction and teacher effectiveness by conceptualizing the physical milieu shaping teacher-student interactions. Lessons are viewed as a series of segments with three components (purpose, activity format, and assignment) that help characterize the instructional environment. Scripts are suggested to help regulate activity…

Reports the results of a nine-month ethnographic investigation of social interactions among 138 sixth graders using microcomputers. Notes that boys took the leadership role; that teachers tended to ability group for computer instruction; and that direct instruction, total group teaching prevailed. (JDH)

The scope and complexity of literacy problems in secondary schools has received much attention. This article presents a way communication research can be used to identify and examine instructional strategies to extend students' literacy development and overall communicative competence. (MT)