Reviews research on teachers' praise in the classroom and proposes specific guidelines for helping teachers praise effectively. Time, concentrated attention, and individualization of remarks according to the student and the situation are considered crucial factors in praising effectively. (CM)

Encourages and guides teachers in utilizing direct praise of students to increase performance and self confidence, and to build positive self esteem. Details specific language habits, gestures, and methods for teachers to identify their behaviors, critical remarks, and evaluative terms, and replace them with feedback that reinforces correct…

Reviewing empirical and theoretical literature about sharing behavior, this article suggests practical methods for implementing instruction on moral behavior in the elementary school. Examples of instruction that are compatible with existing curriculum goals are presented and special attention is given to clarifying the role of the teacher.…

Guidelines are offered for the teacher who must modify socially unacceptable behavior in an emotionally disturbed child. (JD)

The authors assert that, to promote student self-concept, a teacher must develop a positive mental image of each child. They point out positive qualities that teachers may look for and react to in four types of "problem" students: the clown, the bully, the nitpicker, and the doormat. (SJL)

Reviews research in the areas of classroom organization and management, delineating the principles underlying a comprehensive approach to these areas. (MP)

Teachers would find their jobs easier if they had a set of positive statements to communicate classroom rules to students rather than the frequently used "Don't Rules.""Do Rules" are behavioral objectives for use in the area of classroom behaviors. They are most effective when they state exactly what is to be done in a…

This book focuses on basic strategies you can integrate into everyday instruction in every subject area and across grade levels. It shows teachers how to motivate and engage students. The practical examples in this book make it easy for you to apply these strategies in your own classroom. It presents lively stories about how teachers help their…

There are three general characteristics of a small group that merit analysis and application to a forensics squad: oral interaction, identification of a collectivity, and potential for unified action. Cohesive groups have a high energy level that is typically focused upon facilitation of productive group functioning. In order to develop and…

The activities in the guide will help you connect the suggestions and strategies in Classroom Motivation from A to Z to your real-life teaching experiences. For each of the 26 chapters in the book, you will find a series of three activities that will help you reflect on your current practices. They ask you to ACT now and turn your classroom into a…

Once its source has been identified using the multidimensional model developed by D. W. Stacks, R. W. Boozer, and T. D. P. Lally, writing apprehension, especially among business writing students, can be treated in the classroom with specific pedagogical techniques. Emphasizing the writing process rather than the product--stressing peer and teacher…

One way to help the solitary student shape his or her ideas in writing is to arrange for the high school writing teacher to practice Peter Elbow's "believing game." This can be accomplished through a conference in which teachers bring drafts of some piece of writing they would like to work on. The heart of the conference begins as the…

To manage classrooms successfully, teachers must monitor carefully the relationships between their own actions and those actions' intended and unintended results, since erroneous perceptions of these relationships can cause problems. Teachers can act inappropriately when their goals are mistaken, as for instance when they develop false…

This paper emphasizes the need for early childhood teachers to value themselves more highly in order to better their work with young children. The goal of working with children must be to build their self-esteem so they like themselves as human beings. The document (1) reviews research findings that will help teachers make insightful caregiving…

Inclusion facilitators are educators who do more than teach children with disabilities--they advocate for change in schools and communities, sparking a passion for inclusion in teachers, administrators, and families and giving them the practical guidance they need to make it work. This is an essential new role in today's schools, and this guide…