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'…

The importance of communication skills in the vocational education teaching/learning process is underscored. The most important measures which differentiated good from poor teaching were: teacher dynamism, teacher delivery, time spent with students, positive reinforcement of students, and positive attitude toward the students. (RC)

Discusses the difficulties that students who are culturally/linguistically diverse or students with learning disabilities have in learning "how to do school." Components of learning to do school are described, as well as an ethnographic study of regular and special education students who were learning to do school in inclusive settings. (Author/CR)

Deconstructs a literature discussion with students based on a reading of Mildred Taylor's "The Friendship," a novel about racial prejudice. Shows that students come into the classroom with their own biases, preferences, and ideas about the world shaped by family and community. (PA)

Calls for greater attention to pedagogical challenges and opportunities to integrate service-learning and academic study, particularly in maintaining both content coverage and empowerment as objectives. Draws on transcripts of class discussions and student writing in a community service learning course focusing on literacy to trace students'…

In a study of class participation, a survey of 1,059 college students and 49 professors revealed that students perceived seven factors in student participation, four of which were class traits, none professor traits; and that faculty perceived three variables, two class traits and one student trait. Implications of these findings for teaching,…

A review of research suggests that the idea of cultural differences in "learning styles" may be used to marginalize and alienate Indigenous students in mainstream educational settings. An awareness of cultural influences can be used more appropriately to further the effectiveness of communication in the classroom and among all…