Examined the differences between primary (grades 1 and 2) and intermediate grade (grades 4 and 5) teachers in the areas of teacher behaviors, teacher communications, grouping, control, and materials. Classroom observations and student questionnaires indicated that primary teachers used significantly more sanctions, procedural communications, and…

Asserts that the performance of music involves not only playing the notes on the written page, but also accurately counting the printed rests. Maintains that band students frequently miscount lengthy rests. Presents an illustrated technique for helping students overcome this problem. (CFR)

Presents 13 active-learning activities designed for use in consumer behavior courses. The exercises involve students in brief activities, such as analysis of persuasion techniques in advertising, and follow-up discussion. Reports that students found the exercises enjoyable and worthwhile. (CFR)

A teacher tells how she withstood physical threats by a 16- year-old student and verbal abuse from his parents. Another teacher and a school principal present their views on how she handled the situation, suggesting that teachers not overreact, avoid power struggles, and react calmly to students' bids for attention. (SM)

Examines the empowerment of women by focusing on the use of teacher-centered power in the classroom. Distinguishes between coercive and benevolent use of authority and shows how students, particularly nontraditional students, may benefit by a benevolent use of teacher-centered power in the classroom. (19 citations) (MAB)

Increasingly, college faculty members accused of sexual harassment say their rights have been breached and are suing their institutions. Some observers see the trend as a backlash to new expectations about appropriate faculty behavior. Others worry that administrative definitions of harassment are too broad, and faculty due process is violated.…

Offers one teacher's account of a year of process approach to writing instruction in her fifth-grade class. Focuses on the importance of not getting caught within a narrow vision when reflecting on classroom practice. Notes the crucial role students need to play in instructional decision making. (SR)

Surveys, interviews, and group discussions with 18 inmates enrolled in adult basic education elicited the inmates' perceptions of important factors in effective literacy classes: teacher behavior (explaining, giving examples); instructional environment (informal but well organized); and type of text (short stories and novels rather than…

Examines the following questions related to the effectiveness of science laboratory activities: (1) the behavior of high school chemistry teachers; (2) the behavior of high school chemistry students; and (3) the relationship, if any, between teacher behavior and student behavior as exhibited during high school chemistry laboratory sessions. (LZ)

Ten guidelines that may improve staff attendance are: create a written sick leave policy, do not make exceptions, be a good role model, require staff to get their own substitutes, have staff call in personally, monitor patterns in absences, supervise through observation, listen and show concern, greet each person when he or she returns, and reward…

Presents a critique of the common practice of writing instruction advocated by the well-known theorist Peter Elbow. Focuses on the paradox of pedagogical authority in writing classrooms. Reviews Elbow's writings in light of the problem of pedagogical authority. (HB)

Most classroom messages come from nonverbal communication. By consciously controlling their own nonverbal expressions, presenters can maintain positive relationships with the audience while managing participants' attention, transitions, and directions. This allows educators to teach content more effectively. The paper examines the importance of…

Observation of 31 teachers and their preschool students with disabilities in 2 contexts (meals and activities) showed that teachers frequently engaged children in communicative interactions, commented on ongoing activities, were highly responsive, and waited for children to respond. Teachers less frequently expanded children's utterances, prompted…

Presents a report summarizing the opinions of 419 writing teachers on goals and methods of responding to student writing. Shows that most teachers perceive themselves as coaches, focusing on students' ideas. Finds that lack of time has a more significant effect on goals and methods than particular allegiances to composition theories. (SR)

Maintains that an environment of trust, protection, and mutual regard allows children to grow in the practice of cooperation, joint problem solving, and positive social behavior. Details ways for teachers to create a democratic and participatory climate, and a community of caring and well-being, in the classroom. (LB)