There are two major points to this study. First, not all modeling protocals are equally effective in changing the investigative teaching behavior of teachers. Second, three-dimensional representation used in interpreting verbal interaction matrices should not replace the procedures of conventional analysis of such matrices. (Author/MA)

The Rankin Interaction Analysis System, a system of recording behavioral events as they occur between teacher and students is described. Its purpose is to provide a method for teachers and supervisors to evaluate verbal and nonverbal behavior of student teachers in physical education. (Author/MJB)

Supervisors can help their teachers resolve classroom communication conflicts by providing an objective framework for analysis of communication failures. An observational system is described for detection of student teacher communication breakdown, analysis of the conflict resulting from inappropriately decoded messages, and correction of the…

Presents a 417-item Chinese-English glossary of terms about language and class and school activities (called here "classroom metalanguage") to enable teachers of Chinese to use the target language more often in the classroom. An appendix, the varieties of definition format, and an English index are provided. (KM)

Discusses the policies governing the teaching of Chinese to foreign students in Peking and the methods used. (KM)

Positive teacher affect, as measured by student reports, was not found to be positively related to achievement. There was a significant inverse relationship among low-socioeconomic-status students. ( JD)

Shows that teachers can use scientific findings to form and prescribe norms of behavior and to implement such prescriptions; discusses the use of criticism as a teaching device; and delineates five assumptions--related to speech, rhetorical behavior, cultural norms, and response to speech acts--that underly theories of pedagogical criticsm. (JMF)

Teachers presented four behavioral combinations--(1) verbally and nonverbally positive; (2) verbally positive and nonverbally negative; (3) verbally negative and nonverbally positive; or (4) verbally and nonverbally negative--to sixth grade students. Negative nonverbal behavior led to significantly greater performance. Teacher gender and student…

Experimental teachers receiving feedback concerning teaching skill were more effective than control teachers in controlling their own behavior and reducing learner inattention. The experimental teachers were also more effective in their ability to diagnose more often, to employ appropriate diagnostic procedures, and to assist students in mastering…

Presented is a review of past research on the effects of teacher behavior on student achievement and attitudes, along with implications for special education programs. (DLS)

Teachers of different languages diconnect themselves from one another, which fragments the profession. Secondly, the choice and use of language often has a disconnecting force. Theses of a book by Neil Postman are considered concerning ineffective communication and communication that has unreasonable or trivial purposes. (SW)

Concludes that the higher the cognitive level reached and maintained by the teacher during an instructional session, the higher the mean performance of pupils following an instructional session. (Author/RL)

Provides several lists of effective teachers' characteristics. Urges that reading teachers keep these characteristics in mind to improve the learning environment and thus help students become better readers. (RL)

Recommends that language teaching be organized by complexity of communication tasks rather than by difficulty of linguistic structure, that learner speech be analyzed on its own terms borrowing methods from child language studies, and that the adjustments in speech that teachers make in talking to students be recognized as such. (MLA)

Regardless of the direction of pupils' preferences (humanistic or custodial) the more closely pupils' perceptions of their teachers' actual behavior approximated their conception of ideal teacher behavior, the more positive were their attitudes toward teacher and school. (Author)