Describes a composition teacher's experiences in maintaining a flexible approach to classroom pedagogy. Argues that pedagogical theories are a helpful foundation on which to build a teaching strategy, but that they can only provide a framework over which the teacher must stretch the fabric of personal style. (RS)

Stresses the importance of "teacher talk" in the foreign language classroom. Recommendations include fitting the level of language to the learner, balancing practice of both lexicon and grammar, limiting redundancy, and suiting content of the language to each sentence's specific purpose. Examples of faulty teacher talk in Spanish are…

Study found differential effects for five types of teacher directions (verbal instruction, nonverbal instruction, verbal instruction with physical assistance, nonverbal instruction with physical assistance, and physical assistance) with 24 severely behaviorally disordered students, aged 9-16. Nonverbal commands resulted in the most appropriate…

Describes the use of validation counseling and consciousness raising in language teaching. An affective component addresses the way learners feel about the linguistic codes they use, and encourages learners to take responsibility for their own learning by making their own linguistic choices. (Author/CB)

Studies the effects of multiple staffing in an early childhood classroom through the use of participant and classroom observation. Interpersonal relationships, territorial ownership, and differential status characteristics contributed to differential behavior of an educator. (RJC)

Describes some of the teaching techniques found to be effective for educating students and combatting scientific illiteracy. Presents instructional methods developed for implementing learner-oriented educational philosophies and interactive teaching strategies. (RT)

Research activities pertinent to preservice teacher training program design are reviewed. The focus is on studies in which the dependent variables were the developing teaching styles of teacher candidates, or where there were measures of skill development as a product of program components. (IAH)

Examines teaching style differences between college and elementary and secondary school educators and how this causes collaboration problems between liberal arts and the field of education in teacher preparation. It also discusses teaching stereotypes, how these differences create problems for the teacher and for teacher education, and presents a…

Three teachers share techniques for adapting to learning styles: "The Personal Touch Eases Anxiety of Adult Students" (Bilderback); "Learning to Cooperate: Recipe for Success" (Lindsay); and "Thoughtful Questions Lead Students to Answers" (Crowley). (SK)

Reports on a pilot study that attempted to uncover, through classroom observations, how experienced social studies teachers explore and reinforce student understanding of concepts that comprise the adopted curriculum. Particular attention is paid to the use of metaphors, analogies, and similes as examples or reinforcements of verbal or written…

Argues that the term "Native learning styles" is ambiguous, and that several studies in the literature go beyond cognitive and interactional categories, further confusing the issue. Lists 42 suggestions that focus on teacher adaptations to specific situations, rather than on generalizations about Native student characteristics. Contains 24…

States that students who succeed tend to be thinkers rather than feelers. Discusses how teachers can discover their own learning styles and develop an approach that reaches every learner. Suggests that music educators' teaching styles tend to mirror the learning styles of at-risk students and are missing from the remainder of the curriculum. (DK)

Through qualitative and quantitative research, beliefs of 16 exemplary teachers of visually impaired children were organized into higher order constructs and analyzed. The study found that successful teaching requires the educator to balance the demands of the internal classroom environment and the external environment made up of faculty,…

Classroom life was observed for six weeks in four British Columbia classrooms: Grades one, four, split-grade six/seven, and nine. Despite differences in teaching styles and methods, classroom environments were similar, demonstrating active student engagement, shared enjoyment, and guided independent thinking. Teacher attitudes toward mandated…

Examined the relation between contextual risk factors and IQ in children at risk for mental disorder. Maternal teaching style and children's performance on a Luria bulb-squeeze procedure and delayed-match-to-sample task added variance to the risk-IQ equation. Contextual risk was related to children's preschool IQ. (BC)