Focusing on the alternation of languages in a bilingual classroom, a conceptual framework is discussed that utilizes the teacher's communication competence. Language alternation on the part of the teacher and the student is an active process of negotiation, creating a high level of linguistic and social exchange. (SLD)

Claims that encouraging children to act cooperatively instead of competitively can make learning a positive experience for the majority of students. Suggests activities which encourage this shift. (JK)

Provides a series of sequential questioning exercises to help students grasp the different kinds of questions used in the classroom, and understand how the appropriate answers differ from one another. (HTH)

Reviews Berstein's and Atkinson's position that there is a radical discontinuity between the modes of communication which predominate in schools and those to which many students are accustomed. Questions Berstein's assumption that school language "codes" can be openly challenged by pupils who wish to alter a body of received knowledge.…

Presents a personal anecdote illustrating how a teacher learned to control an attention-seeking student who was disruptive in the classroom. (MD)

Learning in classrooms occurs through and is embedded in the interpersonal communication between teachers and students and among students. Classroom communication is negotiated by teachers and students as they act and react to each other through their verbal and nonverbal behavior. (CB)

A sample of 280 undergraduate students were selected for a study to determine the effect of tendentious and nontendentious humor in college first lecture presentations on students' perceptions of classroom communicative climate. Findings are discussed. (MT)

Suggests that effective communication between teacher and students will help eliminate and deter behavioral problems. Discusses such strategies as keeping pace with the student, redefining behavior, and using presuppositions with connectives to help achieve this goal. (DH)

This article examines major trends in research on the teaching process, emphasizing two models for studying classroom interactions--process-product and descriptive. Also discussed is interpersonal interaction as it is studied in social psychology. (CB)

Something significant can be learned by "listening-in" on children's conversations. Research has shown individual differences among students that may affect children's achievement. Teachers need to "listen-in" on children's conversations and "listen-for" what children are saying about how well they understand directions and activities. (CB)

This article highlights several factors that contribute to the complexity of tasks facing teachers and students as they interact to construct everyday classroom teaching-learning events. Also explored are ways in which expectations are signaled verbally or nonverbally and consequences that follow students' attempts to read teachers' cues. (CB)

This article: (1) describes the characteristics and duration of transitions between units of classroom activities; and (2) investigates how transitions are achieved by three effective junior high school teachers. (CB)

Discusses the overwhelming response to "The Campus Climate: A Chilly One for Women?" (ERIC ED 215 628). Points out that the questions raised and recommendations offered in this publication merely suggest the magnitude of a problem whose chilling effects characterize not only the classroom but the whole campus environment. (PD)

The use of foreign language classroom conversation as a prewriting exercise, to help students discover composition topics, discuss the pros and cons, shape the narrative or thesis, and gather detail in a coherent way, launches the composition process and makes the homework of writing and proofreading more interesting and initially less difficult.…