There are three important conditions for developing and maintaining a positive climate for learning: (1) teacher risk-taking; (2) a climate for improved student attitudes; (3) personalizing learning. Staff development is crucial to success with these three conditions; also discusses three suggestions through which the school administrator can…

Suggests a need in the classroom for order but not repression, that the teacher has a specific role to fulfill but not that of autocrat, that learning involves work but also interest and relevance, and that student behavior sometimes needs to be modified but that spontaneity and freedom of expression are to be valued. (Author/RK)

Addresses two questions: 1) Is the perceived role expectancy behavior of teachers consistent with that of actual classroom behaviors on selected teacher personality characteristics? 2) Is there a difference in the behavior based on teacher self ranking of selected teacher personality characteristics? (Author/RK)

Research in the area of attribution theory is reviewed--tendency to explain whatever happens to someone as a just consequence of personal characteristics, rather than environmental circumstances. Ramifications of this tendency in teachers' perceptions of students are discussed, and suggestions are offered for guarding against this sort of…

A language teaching record scheme that is intended to describe second language teaching as it occurs in a variety of teaching settings without reference to global methods is presented. (Author/HP)

Examines the interaction between the teacher and the student who is a discipline problem. Describes how a teacher can determine if he is contributing to classroom discipline problems by his teacher-learner interaction. (Author/RK)

The author discusses competency-based teacher education and the disagreements about what "competent" means. Among his examples is the Dilemma of the Ditto: can teachers be "competent" without knowing how to run a ditto machine? This is really a profound question because it represents an entire class of questions. (MF)

Lee Canter is an instructor on the extension faculty of California State University at Fullerton. He mixes pep talks and common sense with a course of behavior modification and body language designed to change teachers into "assertive" teachers. At the Bridge International School in Denver foreign students learn English and also how to…

Reports a study of the effect of source of feedback on the attitudes and ability of 92 preservice elementary teachers to employ specific teacher behaviors. Results indicate that source of feedback, or no feedback, made no difference in the demonstration of specific behaviors. (SL)

Outlined are biological, sociological, and conscious and unconscious psychological factors involved in stealing, and discussed are appropriate teacher responses to stealing by students. (CL)

The hypothesis that teachers criticize low-expectation students in order to control reinforcement schedules was tested. Teacher expectation, teacher perception of control, criticism of students, academic behavior, and student perception of teacher response to student effort were examined in six primary grade classes. Implications concerning…

After reporting the results of a survey of vocational teacher attitudes toward handicapped individuals, the author discusses the importance and implications of teacher attitude toward mainstreaming the handicapped. Viewing the teacher as a behavior model, the author points out the major factors influencing attitudes, describes methods for changing…

Offers a model for teacher education programs that will facilitate the development of a teacher with the capacity to analyze a given situation (large or small) and respond on the basis of knowledge and understanding. (Author/RK)

Possible bases for student influence over teachers are examined. Since teachers cannot avoid being influenced by students, it is important for them to consciously select the kinds of influence efforts to which they will respond. (MJB)

Microteaching experience was sufficient to train graduate education students to a significant level of competency. However, once they moved into a regular student teaching setting, their exhibition of the original target skills was dependent upon intervention by their cooperating teachers. (Author/MV)