Article explained the use of TESL, a program with a primary aim of teaching children how to utilize situationally-appropriate English. (Author/RK)

A conceptual model and unit of analysis were constructed to guide the systematic observation of the consequences of four modes of teacher verbal activity on the verbal performance of students. (Author)

This paper discusses schools as a precipitating factor in the lowering of academic potential and self-esteem in female students. Several aspects of the schools are considered, including curriculum, staffing patterns, and nonverbal cues. (RP)

Describes the four areas in which the problems a child meets in understanding his classmates or the teacher can be considered to arise: the difficulty caused by a word, a structure, the amount of information the child is asked to retain and/or the context in which the information is presented. (Author/JM)

Reports a study to analyze relationships between noverbal skills acquired by preservice science teachers in a methods course and their application during student teaching. Microteaching format was used in the experimental group to develop nonverbal cues and silence. Analysis indicated experimental preservice science teachers differed significantly…

Focuses on the importance of conversation between adult and child as the young child engages in artistic activities. Different kinds of conversations appropriate for art education are suggested on the assumption that such talk facilitates cognitive development and results in increased artistic motivation. (DP)

Studied the effects of eighth grade students' cognitive, motivational, personality, and classroom interaction characteristics on their academic achievement, attitudes toward science, and socio-metric measures. Concluded that a specified combination of student traits and teacher attention could lead to different unintential consequences in science…

The interaction style of a pupil depends on his personality, motivational and cognitive traits, his location in the classroom and the similarity of his personality to that of the teacher.'' Combinations of personal traits and teacher attention can determine pupils' academic and social success. (Author/AL)

Discusses the organization of communication in the class in order to facilitate student interaction and the part played by classroom seating arrangements. (Author/RK)

This paper describes procedures used with a group fo ten-year-old children in an inner-city classroom in an attempt to discover whether the children themselves could identify their needs as members of a discussion group. (Author)

We need large scale social involvement which will mobilize the forces and institutions of society to bring pressure to bear upon the educational system. Until teachers can step out of their central classroom positions and into the role of agents for change, we may be stuck with our present inadequate system. (Author/CB)

Investigates time spent speaking by teacher and by pupils, the length of pupil classroom speeches, the range of individual differences in frequency and length of speech, the distribution of voluntary and nonvoluntary pupil speeches and their distribution among three categories: management, substantitive, and prohibitory. (Author)

Provides a background for nonverbal communication in the classroom, and relates teacher behavior to the perception of student attitude towards himself by the teacher. (AN)