The form of communication used in the classroom affects content of knowledge that teacher and students mutually construct. Described is how the polite discourse used by a kindergarten teacher and her students, as they engaged in a social studies lesson, formed a context for the learning of certain types of concepts about the world to the exclusion…

Techniques for teachers to use in asking questions and encouraging critical thinking in the classroom are offered. Discussion includes components of an effective question and methods for getting students interested, promoting success, and providing useful feedback. (MSE)

Describes "concoctions," a style of small group and pair activities that has proved highly successful in stimulating language interaction in a wide variety of instructional settings. Along with a theoretical discussion, numerous concoctions are included in the text and appendix. (JL)

Offers suggestions for administrators when they observe content area classrooms with a whole language thrust. Discusses instructional goals, sharing the learning-teaching process, classroom organization, classroom library, writing, and importance of meaning. (SR)

Describes the development of the Multidimensional Audioconferencing Classification System (MACS), an instrument for the tabulation, analysis, and interpretation of audioconferencing instructional interactions. MACS draws on three theoretical and empirical streams: (1) systematic small group interaction analysis; (2) systematic classroom…

Discusses a study examining the perspectives of three gifted middle school students on peer-led discussions and on each other. Highlights issues of voice, gender, interruption, and empowerment. (SR)

Natural and enthusiastic communication among students is a goal of every second-language class. Whole-class interaction activities promote interpersonal sharing as well as intense oral practice of targeted linguistic structures in a relaxed atmosphere. Examples are given. (Contains four references.) (Author/LB)

Reviews literature that offers important ideas about various learning styles in the foreign language classroom, style conflicts that can arise between teachers and students, and effective ways for handling those conflicts. (18 references) (CB)

Literature review found approximately 5-9 percent of school children having clinically significant voice disorders that interfere with classroom communication and may be a symptom of underlying illness. However, voice disorders are grossly underidentified and underserved, particularly in rural schools with personnel shortages. Proposes a teacher…

Points out that journalism teachers must address issues of diversity in the multicultural classroom. Considers strategies for the multicultural classroom, including (1) using cross-cultural materials and explaining why such materials are being used; (2) making assignments that allow students to pursue culture-specific knowledge; and (3) permitting…

Analysis of transcripts of nine undergraduate lectures in the humanities and social sciences found that professors used asides and local breaks in topicality to increase global semantic and pragmatic unity, introduce various mutually reinforcing interpretive frames, resolve apparent contradictions, highlight contrast, and establish relevance and…

Suggests a perspective for the notion of a community of learners based on respect and recognition for children and the concomitant freedom of children to take responsibility for their own learning. Advocates getting away from rigid inflexible structures, and proposes collaboration not as a formal structure but a way of being. (SR)

Describes aspects of a year-long classroom research project designed to explore ways to teach discussion skills. Points out how teacher authority and gender roles influence classroom interaction. Maintains that analyzing their own discourse, students can learn about the authority they must assume (and its nuances) to participate in classroom…

Reviews empirical research on teacher communicator style. Presents, describes, analyzes, and contrasts major foci of inquiries and addresses issues treated as unproblematic so far. Discusses the literature from theoretical, methodological, and cultural perspectives. (SR)

Analyzes and synthesizes 13 stories about teaching presented in the same issue of the journal. Discusses patterns in them regarding teaching that works, related to seven categories: personal visions, tension, decision making, connections, students and teachers as learners, indirection, and emotions. (SR)