Author developed a plan for a classroom discussion of the self which helped students enlarge on their own self-understanding and empathy for others. (Author/RK)

Suggests that teaching styles are a means and to rise above them is an end. Explores the role of teachers and the development of students and the interaction between the two that goes beyond mere style. (RB)

An observation system was designed to describe cognitive aspects of teacher discourse that could be related to ATI interactions. Twelve videotaped lessons were analyzed using the system; 13 of 19 categories had correlations greater than .70. Percentages of discourse for the four eighth-grade teachers studied are presented. (MS)

Perhaps the most diverse and innovative school system in the country, the educational program at Berkeley is attempting to eliminate institutional racism and promote basic academic skills. By examining old assumptions concerning proper student development, the system is searching for greater positive alternatives. (Author/RK)

Describes a system for constructing an index of student and teacher classroom behaviors which may enable an eventual identification of the true relationships between teaching styles and strategies and learning styles and strategies. (AN)

Recent linguistic data support the thesis that overt correction is unnecessary and, indeed, inadvisable. (Author)

The author considers the various types of talk--recitation, inductive questioning, and discussion--a teacher can employ in the classroom to achieve various objectives. She urges a judicious mixture of these types. (Author/JB)

Plan for a language laboratory, designed from the teacher's point of view, where the isolation of students is avoided and maximum exploitation of facilities is allowed. (FWB)

A study examined whether deaf high school students' written English reflects their teachers' use of English sign markers in simultaneous communication by comparing the teachers' signed story with the students' interpretation. The students' output and teachers' input differed only in ways familiar from research on children's imitation and semantic…

A program for teaching with involvement includes being accessible, ready to listen, and personal, emphasizing the here and now, being a behaviorist, encouraging students to make value judgments, to make plans and to commit themselves to the plans, accepting no excuses, and using no punishment. (RM)

A system is described in which students are assigned to keep minutes for each class, read the minutes to the next class, and submit them for grading. The approach is helpful to both teachers and students throughout the course in diagnosing problems, introducing grading criteria, and reinforcing basic skills. (MSE)

Explains the various "verbally reflective devices" that students use to throw the responsibility for their actions back on the teacher. Offers suggestions for dealing with such devices. (FL)

Points out how student understanding of as well as student confusion about reading and word recognition are both functions of teacher behavior. (FL)

Discusses materials in the ERIC system concerning nonverbal communication. Examines nonverbal cues in other cultures and the differences traditional nonverbal cues take on in the classroom. (HTH)