This report, part of the 1972-73 Unified Science and Mathematics for Elementary Schools (USMES) evaluation project, focuses on the effect of the USMES curriculum on the organization and operation of the classroom. For the study, 30 USMES classrooms and 30 non-USMES classrooms were used. Each trained classroom observer, utilizing classroom…

Much of the important thinking that teachers do occurs during the act of teaching as well as in planning and evaluating. What teachers think about while they are teaching was the basic question addressed in this study. A model was drawn to describe the researchers' concepts of the way a teacher thinks while teaching: the teacher begins with a…

This critique of James Gallagher's Topic Classification System (TCS), a tool of categorizing teacher-pupil classroom interaction, suggests revision of the system asking for more complete analysis of the data obtained with it, but recommends its use in future investigations especially in view of its organization and the "unique elements"…

Improving the act of teaching in a classroom implies the need to study nonverbal cues and events, for many classroom phenomena serve as communicators of information and tend to either facilitate or inhibit learning. Nonverbal language, a reflection of both cultural and individual differences, includes not only the teacher's facial expressions,…

In this report, an analysis is made of the Title 1 project of the Lorain City Schools in Northern Ohio. The language growth of an experimental group of 30 disadvantaged first graders, who had spent 45 minutes each day in a special language experience classroom, was analyzed using oral language recordings and extensive language tests in order to…

This interim report discusses progress toward three major goals of the Pupil Inquiry Behavior Analysis and Change Activity: increased pupil inquiry, changed teacher behavior to facilitate pupil inquiry, and the development of a 32-week course of instruction to provide for these behavioral changes. Data currently available deals with the emotional…

The purpose of this study was to compare the effectiveness of four training procedures in changing translation behaviors of intern teachers and their pupils in secondary school social studies classes. The four training procedures or treatments (applied to four randomly assigned groups of intern teachers) were: an unstructured discussion of…

This learning module on the language concept of organization related to effective teaching was developed as part of the Utah State University Protocol Materials Project. The module consists of a student guide, a protocol film, and testing materials for the module. The student guide contains: (a) instruction in the use of protocol modules; (b) a…

This student guide was developed as part of the Utah State University Protocol Materials Project. The guide includes an introduction to protocol materials and an explanation of the concept of extension, that is, improving the quality of student response and increasing the number of students participating in a discussion. Four techniques for…

This training package in nonverbal communication and the affective domain rests on the rationale that nonverbal communication is a support system for the verbal message that we convey and that it can be divided into two channels--the vocal and the kinetic. The vocal channel consists of the pitch of the voice, and the kinetic consists of postures,…

The role of a teacher is that of a person who must deal with the socio-emotional demands of a system; foremost in this is the teacher-student relationship. To gauge the differences between secondary and elementary school teachers in these relationships, a revised version of the Problem Analysis Questionnaire (1960) was used. Eighty-one teachers,…

Three aspects of the teacher's stance are identified as important to establishing effective human relationships between student and teacher: the teacher's basic assumption about his students, tactics for communication in the classroom, and sensitivity to the personal need of each student for a warm, human relationship. (JT)

A number of conversation exercises are described for use in second language teaching which are intended to promote communication in the foreign language by creating among the students a need to talk and a need to listen. (RM)

In the primary grades, pupil teacher interaction is paramount. Basic subjects are important, but not as important as happiness, fulfillment, caring relationships, and conviviality. Skills must be improved but not at the expense of these higher goals of education. (Author/SJL)

Links between language and identity are so strong that attempts to correct nonstandard speech are likely to be interpreted by West Indian children as criticism or rejection. A far more constructive approach would be to acknowledge and accept Creole in the classroom. (Author)