This study evaluates vocational teachers and four dimensions of teaching style identified by Tuckman (1974) as creativity, dynamism (dominance plus energy), organized demeanor (organization plus control), and warmth and acceptance. The intent is to find whether supervisor ratings of teaching competency, whether structured or unstructured, in fact…

Presents the personal philosophy and classroom teaching ideas of a first and second year secondary level chemistry instructor. (SL)

The fright and uncertainty they themselves felt in unfamiliar places and situations enable teachers to take back to their classrooms an empathy with students who are ill-adjusted to school. Describes the Live, Learn & Teach program (EJ 144 148) developed by the University of New Hampshire for stimulating teachers' interest in changing fixed…

The author deals with instructional competence and training teachers in the basic teaching skills. He lists 13 general instructional components, which provide guidelines for determining the needs of teaching effectiveness, as well as providing a basis for evaluation. (DS)

The author, now a member of the literature faculty at Sarah Lawrence College, recalls her learning and life experiences with Nadia Boulanger, a pioneer music educator and the first woman to conduct a number of the world's great symphony orchestras. (RK)

A sampling of student views (K-12) of teacher effectiveness in the classroom. (MM)

A university's Teaching Methods Unit collected information from course participants at the end of the course and again four months later. Tabulation of questionnaire results indicated the extent to which and in what areas participants felt the course did have significant impact on their teaching behaviors. (Editor/LBH)

Lecturing, as a means of conveying information is often an inefficient format; learning demands involvement from the learner and behaviors that maximize audience contact and interaction will enhance attention and facilitate learning. (JD)

The Personal Styles Model helps teachers appreciate the uniqueness of their individual style and identify their strengths and limitations in relating to students through examination of teachers' orientations toward change, product, process, stability, autonomy, ideals, interaction with students, and competence. (CB)

Describes a technique for teaching human sexuality in the undergraduate classroom in which the teacher portrays a famous person presenting sexuality topics from his or her perspective. Describes the content of several of these "guest lecturers." Explains the benefits and potential problems of the method. (AEM)

A 10-year follow-up study was conducted for 169 gifted children who originally participated in a 1974-1979 research project at ages 5-14. The students had appreciated firmness and two-way communication with their teachers. Reactions upon entering university life varied. Academic or social problems were often attributable to factors separate from…

Techniques for helping students who are inconsistent in their efforts and their work are discussed. (MT)

Discusses how Anthony Gregorc's mind styles research can help college students determine which professor's teaching styles best complement their personal learning styles. Identifies four styles: (1) concrete sequential, (2) abstract sequential, (3) abstract random, and (4) concrete random. (SKC)

Describes how Carroll C. Arnold's rare combination of intelligence, skill, dedication, and compassion have made him one of the great teachers in the speech communication classroom. Praises his qualities as a scholar, teacher, professional, and human being. Describes how his works are continuing to shape the field of speech communication. (JD)

Discusses how, in his speech communication classes, Thomas Jennings Pace taught the tolerance for ambiguity as a major device for learning and living. Presents Pace's concept of achieving communication (as opposed to mere persuasion) by using dialogue and learning to discriminate between the mundane and the significant. (JD)