Ethical and unethical coaching behaviors and competition in relation to the teaching/coaching role are explored in three questions: (1) Is there a common ground of competition that teachers of all subjects share? (2) Is there a type of competition peculiar to coaching? and (3) What ethical considerations are called for in coaching competition? (JN)

Describes five recent studies by the authors on the effects of teacher enthusiasm on secondary social studies achievement. Study results indicate that students can perceive differences in teacher enthusiasm. Students prefer higher levels of enthusiasm and appear to learn more from lessons taught enthusiastically. (AM)

Reviews research on infant stimulation and cognitive development, and details implications for infant caregivers. (Author/MP)

Presents an annotated bibliography of ERIC resources on the following topics: teacher communication; research on classroom interaction; using systematic observations to improve teaching; different systems of classroom observations; and research on classroom observation techniques. (PD)

A secondary analysis was conducted to test the validity of five behaviors from five classroom observation systems: approves/praises; asks questions; criticizes/disapproves; gives directions; and presents facts or judgments. Scores for each were intercorrelated and arranged in a multitrait-multimethod matrix. Evidence was found of construct…

Defines the term "burnout," why it happens, and its effects. Techniques for identifying burnout in oneself, how to protect against burnout, and how to improve the organization's defense against burnout are discussed. (CT)

Examined efficacy of cue-controlled relaxation in reducing anxiety of two elementary school teachers. Both teachers exhibited significant reductions in motoric manifestations of anxiety. Both showed increases in rewarding behavior. They reduced disapproving behavior to zero on most days. Training in self-management of stress significantly affected…

Examines the sometimes puzzling behavior of writing teachers as they look for errors in language usage. Questions whether many of these teachers would notice the occurrence of certain features they call errors if they were not searching for errors in the first place. (RL)

The research method of stimulated recall generally involves the replay of a tape of a teacher's lesson in order to stimulate a commentary upon the teacher's thought processes at the time. The author considers the advantages and disadvantages of this approach, concluding that it has utility for research in teaching. (Author/SJL)

The author answers some of the central questions--legal and pedagogical--relating to the use of corporal punishment by teachers. He presents guidelines on corporal punishment which can reduce the likelihood of liability, but suggests, given the potential for lawsuits, that teachers adopt alternative forms of discipline. (Author/SJL)

Discusses specific ways in which agricultural mechanics instructors can improve safety awareness and instill safe-working attitudes in their students. (SK)

Lists 12 performance standards, each with defining behavior indicators, that constitute competencies for instructors at the Bell System Center for Technical Education and that support goals and objectives of the Center's training program. Included is the Instructor Effectiveness Feedback Checklist used by training managers during observations of…

The relationship between teacher-perceived brightness/dullness and classroom interactions was investigated with 96 intermediate-grade children. Positive interactions were distributed unevenly between "bright" and "dull" children; no differences were indicated in the distributions of negative and neutral interactions.…

Laments the misguided teaching practices used in the teaching of language and literature, practices reflecting unsatisfactory, superficial, and mechanical educational standards. (RL)

The author asserts that students can get "hooked" on praise to the point that they limit their creativity and manipulate others in search of it. He notes that teachers too may use praise manipulatively. He suggests ways for kicking this habit, primarily through more objective reinforcement messages. Three educators respond. (SJL)