The Council for Advancement and Support of Education's Teacher of the Year John Roth teaches students that conclusions shouldn't come easily, encouraging them to question everything they hear, read, or assume, including what he says. (MSE)

Observational ratings of 112 preschool student teachers on 9 teaching behaviors were factor analyzed to yield 4 underlying latent variables: facilitating, interpersonal, interactive, and flexible behaviors. The latent variables were positively correlated with each other. A path diagram illustrates the relationships among teaching behaviors and…

Reminisces about a teacher's roles as a camp counselor and a secondary school teacher, and the formalities and customs that separate and connect the two. Wrestles with the question of how much of the informal camp counselor he needs to let go while in the school environment. (TB)

Describes the concept of "molding," which refers to the rigorous process teachers go through at the beginning of every year to make their students conform to their style of teaching. Calls for preservice teacher training in "molding" and also asks that schools consider giving teachers the same class for more than one year. (TB)

A new model reading lesson is presented for adult English-as-a-Second-Language (ESL) students. Teachers are encouraged to give their students real books to read rather than texts prepared especially for ESL students. The approach involves the teacher as a resource and advocates students learning to evaluate their own understanding by discussing…

Observation of 20 teachers from mainstreamed preschool programs found that teachers engaged in many roles (including instructor, monitor, coplayer, entertainer, observer, behavior manager, materials manager, caregiver, and unavailable) and switched roles frequently. A model is proposed for assessing teachers' roles when planning how to embed…

Considers how personality type theory might help account for the behaviors of writing center tutors. Highlights how personality preferences influence tutoring styles. Argues that including a study of personality type theory in tutor training can help tutors become aware of their preferred tutoring styles and the effects of those styles on the…

This article explores the role of personal attributes and characteristics in the development of effective teachers, and examines which attributes contribute to teacher effectiveness as measured by student gains, which attributes contribute specifically to the teaching style of an effective special education teacher, and whether these attributes…

Examines the sources of structural metaphors in the knowledge base of three experienced secondary teachers who used the metaphors to construct content meaning for students. The article looks at how the teachers perceived, organized, and gave meaning to themselves, their experiences, and their worlds. (SM)

Study examined relationships between teaching style and textbook use and the influence of teacher ideology on teaching style. Elementary, middle, and secondary teachers developed lessons related to a provided textbook and indicated beliefs about students, knowledge, and teaching. Three teaching styles (coverage, extension, and thinking) associated…

Each adult educator holds a unique set of beliefs about teaching and the elements of instruction and behaves in a teaching/learning setting in fundamentally individual ways. The key to a congruent teaching style is having the beliefs and behaviors consistent with each other. (Author/JOW)

Presents the three different types of teachers that play an important role in Cynthia Voigt's novel, "Dicey's Song." Analyzes the three models of teaching behavior represented in the novel. Relates these models to Carol Pearson's psychological archetypes for heroic growth. (HB)

Discusses how a secondary school English teacher focuses not on the carefully plotted beginnings and endings of lessons but the middle moments, which surrender first and last things to concentrate on expressions of creative power. (RS)

Examines two studies that investigated methods of teaching and learning in England's post-16 curriculum, focusing on differences in English literature and English-language instruction. The studies collected students' perceptions of instructional practices. Results suggest that teachers do not vary their teaching styles when teaching the two…

Points out that learning in Western cultures is predominately concerned with left-brain, or rational, knowledge. Discusses the importance of balancing our learning systems with right-brain, or intuitive, knowledge; how outdoor and experiential learning can help foster this balance; and the role of the instructor as facilitator rather than teacher.…