A technique for writing instruction that integrates reading, writing, and oral presentations in the classroom has been effective in teaching students the close relationship between the organization of speech and the organization of written material. (MSE)

Neither liberation pedagogy nor feminist theories of women's development, taken by themselves, is adequate to produce a feminist pedagogy that fully challenges the androcentric universals of conventional teaching practices. By synthesizing the two approaches, however, feminist pedagogy can be developed in a way that will influence contemporary…

The article develops two theses: Approaches to education must acknowledge the role language plays in constructing the classroom environment; the commitment to equal education is linked to the sociolinguistic context of our educational system. Recent topical research is reviewed. (JL)

This paper shows how student teachers can learn to see, through analysis of videotaped classroom scenes, the underlying rules informing the patterns of interactions between teachers and pupils. A single classroom scene where the first impression is of complete chaos with one student running amok is analyzed in detail. (MT)

Reviews software available to the classroom teacher for desktop publishing and describes specific classroom activities. Suggests using desktop publishing to produce large print texts for students with limited sight or for primary students.(NH)

The classroom participation of mainstreamed hearing-impaired college students was examined in relationship to student background, communication characteristics, and academic progress, and was compared to that of normal-hearing students. The relative degree of hearing loss per se was not related to participation but hearing-impaired students…

Guidelines for teachers on presenting information clearly to students include: maintain fluency and an adequate pace of information flow; use clear, precise, descriptive language; pause briefly (so that students can "digest" information); and reduce the use of amibiguous terms and "avoidance" phrases (such as "and so on"). (CB)

Explains that teachers must understand that discussion is not a simple collection of listening and speaking skills but a dynamic event that requires children to orchestrate a number of language skills. Offers suggestions for improving discussions. (FL)

When students do not enjoy communicating, and when teachers fail to communicate or to understand why their students are not communicating, opportunities for learning are lost. Research and theory about communication apprehension offer ways of understanding and dealing with this important barrier to learning. (MSE)

It is suggested that education is a process of relational development between students and teachers and is dependent on effective interpersonal communication. Seven stages of this relational development and nine relational skills for teachers are discussed. (Author/MSE)

Teachers are charged with training children to be good scholars and good citizens. In both domains of classroom life, the underlying process involves successful socialization into the student role. (CB)

Examines the interaction of teachers and learners in their various activities along a continuum that extends from instructional to natural discourses and is determined by the way participants present themselves to one another and negotiate turns-at-talk, topics, and repairs. Suggests ways to broaden and diversify discourse options in the…

Suggests a more literal definition of "classroom management" in reference to the role of the teacher. By focusing on the three overlapping and interacting sets of responsibilities carried by the manager--to the task, to the group, and to the individual--this approach attempts to put into perspective the multiple functions played by the teacher.…

Investigated use of behavior alteration techniques in managing student misbehaviors. Found that inexperienced teachers are likely to employ the same strategies, regardless of misbehavior type or intensity: (1) appealing to student's self-esteem and (2) feedback. (PD)

Argues that social interaction with peers is a necessary part of children's internal structuring of spelling. Describes briefly two classroom experiments in which children responded to each other's invented spellings. (HTH)