Mental rehearsal, which involves the interrelated processes of visual and verbal rehearsal, is advocated as a form of self-directed staff development. The formats utilized by teachers include physical relaxation, positive thinking, mental and physical readiness, verbal cue practice, nonverbal cue practice, content practice, methodology practice,…

From the negative remarks heard in many teachers' lounges, one might conclude that all teachers hate students, parents, and administrators. But these are usually only surface messages, the real purpose of such conversation being to let teachers entertain each other, blow off steam, think through difficulties, or ask for help. (SJL)

Discusses the problem faced by English-speaking teachers placed in bilingual classrooms. Gives suggestions for creative ways to handle the situation. (JOW)

A veteran teacher shares the "advice" he gave to his niece about teaching. (RL)

A four-level hierarchical model of teacher functioning is presented which focuses on the levels of operation which underlie visible teaching activity. Implications of the model for teacher development and training and for educational research are discussed. (JMF)

Studies are needed that will help teachers match methods with particular objectives, materials, and students. (JD)

Examines three recurring features of the theory-practice debate: relevance; the association of theory with idealized practice; and the alleged inability of theoretical studies to alter teachers' classroom judgments. Points out misunderstandings which contribute to this debate. (Author/SJL)

A conceptual framework is developed that is systematically applied to the published literature on the generalization of behavioral teacher training. Two variables were hypothesized to explain the occurrence or nonoccurrence of generalization: the type of training provided and the teachers' attitudes toward the training. (Author/RL)

Classrooms and other formalized settings have a predictable effect on student behavior and can be manipulated by educators to facilitate learning. (LH)

The findings of this study support the practice of goal-oriented supervision and do not isolate any differential effects of direct and indirect supervisory styles. (Author)

Two studies utilized a repeated-measures design to compare the story recall performances of 46 primary-school children who were administered stories in the presence and absence of teacher's gaze. Analysis indicated a significant positive relationship between gaze and recall, especially among boys. (Author)