Teachers can accommodate differences in student learning styles by creating an environment in which individuals feel free to be themselves. (Author)

Explores teachers' weaknesses that encourage discipline problems within the classroom: teaching style, personality problems, overreacting, friendship (student/teacher relationships), mass punishment, ignoring cries for help, reward centers, false promise of punishment, and "breaking the student's spirit" approach. Provides checklist for teachers…

The difference between phrogfessors and teachers is that phrogfessors train tadpoles in the way of the swamp (i.e., create likenesses of themselves) while teachers produce people and thereby help to drain the swamp. Phrogfessors take responsibility for what their students learn. They believe that if a student does badly, it is the phrogfessor's…

Neville Bennett's controversial research into primary teaching styles unearthed one informal teacher, who obtained higher learning gains from her children than any other teacher in the sample. The author reports on how she handles more than a thousand individual contacts a day. (Editor)

This article cites various research studies on matching learning and teaching styles and discusses possible problems of this approach. Several aspects of matching learning and teaching styles are offered for consideration: the effect of teaching on learning, classroom management, and how styles affect classrooms. (DF)

Using the example of a ten-year-old boy working on a science project, the author discusses the question of when and how much the teacher should intervene and direct a child's independent learning activity. (SJL)

The spectrum of teaching styles is a continuum of seven models: command, task, reciprocal, individual (teacher-designed), guided discovery, problem solving, and individual program (student-designed). A progression through these styles increasingly promotes student responsibility in decisions regarding teacher-learner transactions. Major categories…

The report documents a study conducted in 1979 by the University of Alaska's Cross-Cultural Education Development Program (X-CED) to use video tape to study the interaction of teachers and students and to look specifically at the teaching styles of the three Athabaskan teachers at an Interior Alaska Athabaskan community school. The study would…

The purpose of college teaching is to promote book learning--a type of learning which is repressive of people's natural curiosity. It is the duty of teachers to help students be what they do not want to be; therefore, they need to proceed with charity, affection, and selflessness. In teaching, communication proceeds on three levels: (1) formal…

The Effective Classroom Management and Discipline Strategies Graduate Program for Educators is organized around a series of core modules designed for use in inservice teacher education. The basic skills learned in these series of modules are communication (feedback, nonverbal, listening, self disclosure, problem solving, and conflict resolution),…

Since it is assumed that students' classroom behaviors reflect learning modalities and attitudes, this investigation was undertaken to assist teachers in identifying their students' individual differences. (Author/NCR)

Adult education literature describing teaching methods/techniques/strategies was examined to detect what is revealed about the types of learning outcomes that might be facilitated in teaching-learning situations involving adults. (College of Education, Kansas State University, Manhattan, KS 66506.) (Author/SSH)

A teacher draws upon personal experiences to argue that successful classroom discipline is the product of teaching competence and style rather than the result of behaviorist classroom management techniques. Emphasis is on keeping children involved in learning activities. (PP)

Summaries and outlines are presented of key elements in effective teaching identified in research studies by Kounin (1970), Brophy (1973), Brophy and Evertson (1976), Stallings (1974; l975), Berliner (1979), and Good and Grouws (1979). These elements are synthesized in a direct teaching model that delineates the characteristics of effective…