Describes various methods that the teacher can employ to help the child who stutters. (DR)

The article discusses various studies relating to the University professor as a teacher. (MF)

The games are Build a Reputation (REP), Confuse the Student (CON), Blame the Opposition (BOP), and Pass the Buck (BUCK). Professors play these games because they "want to show off on occasion, . . . want to get off the hook and avoid responsibility, . . . are prone to blame others, or simply because they are lazy. (WM)

Presents guidelines that help teachers plan how to assist students during a writing lesson. Special emphasis is given to facilitative teaching activities such as reviewing previous instruction, orienting students to the writing task, and evaluating students' skills and ideas. (RH)

Criticizes the way music is being taught in the schools because current teaching methods do not emphasize music's emotional, expressive impact. The author argues that the primary role of music education programs should be to stimulate students' emotional and imaginative responses. (AM)

Desirable and undesirable verbal behaviors of teachers are examined. (JD)

Two conferences, Seaside I and Seaside II, were held to develop a professional support system to assist in improving the health education profession in Oregon. Due to the success of the first two conferences, two more were held in which conceptual models in nutrition, fitness, sexuality, and weight control were presented. (JN)

This report describes the introductory psychology demonstration showing conditioned taste aversion in rats based on those animals' inability to distinguish between safe NaCl and toxic LiCl solutions. Test results showed the established phenomena of classical conditioning. Included is a discussion of the experiments relevance to behaviorist…

A profoundly retarded adult was taught to open doors having a standard rotary door knob through prompting and fading techniques in a backward chaining sequence. (CL)

Discusses the use of manipulative teaching practices and contends that manipulation is to be condemned in teaching except in unusual circumstances. The author clarifies the notion of manipulation and distinguishes its forms from other teaching methods. (Author/KC)

Defines assertive, nonassertive, and aggressive behavior. Discusses assertiveness training as a technique for self-growth, staff development, and teacher effectiveness. (SK)

Augments seven rules for teaching composition with suggestions for class activities. (RL)