The main concern of this article is to describe some of the aspects or facets of discovery learning situations exemplified by the models and found in curriculum development projects. (Author)

Describes basic assumptions of humanistic approach in elementary classrooms. Brief description is included of several steps which teachers can take to be effective humanistic teachers. (PS)

A writing lesson for low ability junior high school students, inspired by the Peanuts" cartoon, gave the teacher insights into his students' lives. (SP)

Discusses techniques for the observation, coding, and analysis of classroom behaviors. Identifies three major approaches as belonging respectively to (1) the behaviorist, (2) social-emotional, and (3) cognitive activity categories. The science teacher is encouraged to look at his own teaching behaviors as data for empirical study. (LC)

Study results indicate that despite a relatively short training period, the experimental program in Tucson significantly altered the verbal patterns of teachers of disadvantaged children from diverse linguistic bakcgrounds. (Author)

Teacher needs to analyze the components of his style, discover excessive activity, experiment with motions and perfect his skill if he is to use body language as an effective communication medium. (RB)

Describes difficulties between teacher and classroom to understand one another verbally, oftentimes due to different cultural backgrounds, and some philosophical solutions. (MM)

Describes the importance of nonverbal messages in teacher classroom effectiveness. (AN)

Compares Electronic Video Recording (EVR cartridge television instruction with the personal impact of the classroom teacher. (IR)

Learning can take place only in a "disciplined" environment, i.e., one in which proper relationships between teachers and students, and between students and rules and routines are developed and maintained. The focus on discipline is often misdirected in that it is authoritarian when what students need is self-discipline. (JOW)

A classroom discussion activity is described that uses the teacher as an impartial moderator. Students' written responses to a selected subject are organized and commented on by the group, under the teacher's supervision. Suggestions are given for course organization and sequence, extent of teacher involvement in the discussion, and logistics.…

Argues that major behavior modification techniques can be easily and usefully integrated into a classroom management strategy. Focuses on the need for teachers to consider the internal perceptions of students when employing the techniques. (FL)