Teachers, a school custodian, and a college student describe ways they have found to be helpful in building students' self-esteem. Teachers can contribute through warmth, sensitivity, fairness, trust, respect for students, and by setting high standards. Administrators can also help by making conscious attempts to raise teachers' self-esteem. (PP)

Discusses several research studies which show that what teachers expect of their pupils is usually what they get from them. (JOW)

Effective classroom management is an important step toward successful teaching. Research on classroom management is reviewed, and points about effective management as it relates to teacher behavior, groups of students, and individual students are cited. Consistent enforcement of behavior standards by teachers is stressed. (PP)

An observation instrument designed to be applicable across teaching situations (both grade levels and educational strategies) is presented with evidence regarding its efficiency and generalizability. The dependability of scores yielded is assessed by a generalizability study, and recommendations concerning number and item types in the measure are…

A one-to-one instructional arrangement appeared superior to a small group arrangement with nine profoundly mentally retarded students (3 to 9 years old) in terms of teacher on-task time and frequency of instructor turnaways per instructional minute. (CL)

Describes a study which investigated whether differences in teacher verbal interactions with students are a function of achievement expectations and sex differences. Ten fourth grade social studies teachers and 120 students were observed using the Brophy-Good dyadic observation system. Results indicated that achievement expectations, but not sex,…

The author advocates the expression of wonder and excitement in biology teaching in order to convey the fresh joy of discovery to young students. (SA)

A rejoinder to Stafford's article which states that Marxist teachers should not be tolerated (v15 n2 p161-66 1981). The author argues that in rejecting the Marxist critique of education which holds that capitalist schools indoctrinate students to reproduce the system, Stafford avoids confronting the reality of capitalist exploitation. (AM)

Since teacher enthusiasm affects student learning and attitudes, physical educators must be able to select teaching behaviors indicative of enthusiasm. Three chief categories which are necessary to the communication of enthusiasm are identified as: (1) participation; (2) encouragement; and (3) praise. (JN)

Offers a series of questions related to language usage, writing, spelling and punctuation, grammar, and language variety that provide a structure for introducing problem solving into the English teacher education curriculum. Considers problem solving as a means of giving students a sense of potential conflicts they might have to resolve. (RL)

By keeping a diary of her class activities, the author was able to analyze her teaching behaviors and judge if they helped or hindered her goal of developing her students as independent learners. Extracts from the diary are included. (SJL)

Presents results from the Beginning Teacher Evaluation Study (BTES) on patterns of instructional time allocations in reading and mathematics in 25 second- and 2l fifth-grade classrooms. Implications of time pattern and subject coverage variations between classrooms are discussed. (SJL)

Examines methods of reducing teacher burnout, including strong peer support systems, teacher participation in decisions that directly affect their job performance, flexible scheduling, provision of advancement opportunities, inservice training programs, fair wage scales, and the understanding of school administration. (CT)

Responses from a sample of 71 secondary teachers and 1,272 students were consistent with the hypothesis that teachers' sense of power would be directly associated with the consistency of their beliefs and behavior concerning pupil control. Some speculations were advanced concerning additional influences on teacher belief-behavior consistency. (NEC)

Investigates teachers' responses to initiations of interaction by severely mentally handicapped children who were rated as extremely excitable or inhibitable. (MP)