Examines one section of "The Review of Research in Education" for 1983 for ideas or information helpful to reading teachers. (FL)

Describes a study which compared the amount of art-related and non-art-related conversations between students and teachers in upper-elementary art classes. Findings showed that non-art related conversations took 68 percent of class time. The author discusses the purpose, appropriate subjects, and timing of effective art-related, teacher-student…

This article provides classroom teachers with background on the problem of stuttering and with suggestions for making the stuttering child comfortable in the classroom. (SJL)

Describes a study of classroom interaction by Jules Henry, a noted anthropologist. (DD)

Presents personal recollections of a retired teacher who taught for 43 years. Information is presented on changes in educational environments over the years, joys and frustrations of a long teaching career, and high points of interactions with students. (DB)

Suggests techniques for making the art period a creative rather than mundane experience for high school students. Included are hints on beginning the class, preparing materials, conducting the lesson, ending the class, assigning homework, and communicating with students. (SJL)

Describes the Kamehameha Early Education Program (KEEP) in Honolulu, Hawaii. Terms it an exceptional reading program illustrating how certain dynamics of social interaction may be essential for reading achievement. (FL)

Examines characteristics of rhetorical communication, particularly as they apply to classroom communication and presents the implications of a rhetorical model of teaching. (JMF)

The results of this study indicate that analysis of teachers' verbal behavior according to specific purposes reveals differences that are masked when the purpose is disregarded. (JD)

To hold student interest, distance learning instructors need to think and present ideas visually. Presentations should be limited to three or four key points that would benefit from visual depiction. Visual aids used for presentation may be image-related, concept-related, or arbitrary graphics. Sophistication of visual aid is not as important as…

Relates experiences of three colleagues who organized the panel "Confronting Class in and out of the Classroom" at a Conference on Basic Writing workshop. Suggests social class has been ignored in composition studies; neglect appears to be ending; neglect must end; and instructors' own class histories must be understood and accepted…

Discusses recent use by scholars of the term "negotiation" in critical discussions of teaching writing to talk about how students might have a hand in shaping the world of difference of which they are part. Advocates discussing not only positive associations but also negative associations of negotiation, thinking about political and…

Describes what a teacher learned when she asked her first-grade students weekly to recall what the teacher said to them. Notes lessons learned from doing this--children's work, behavior, attitudes and lives are all mixed together; children are listening even when they seem inattentive; and every category of response was connected to the teacher's…

Reviews research on common "practitioner advice" given to early childhood teachers on the phrasing and presentation of classroom and school rules. Notes that typical classrooms have more rules than the optimal four or five, and that positive phrasing may be unrealistic for very young children, who may need behaviorally specific…

Presents an activity to involve students in mathematical communication and creative thinking. The activity is similar to the "pass it along" gossip game in which each person in a chain adds a piece of information. The class analyzes the resulting mathematics problem using George Polya's problem-solving techniques. (MKR)