British Journal of Educational Psychology · 1974 · 23 citations · 0 references
EducationTeacher EducationTeachingClassroom ManagementInterpersonal CommunicationPedagogyClassroom CommunicationClassroom ObservationObservation Of Classroom BehaviorSmall-group LearningTeacher-student InteractionTeacher-student RelationshipsClassroom ContextClassroom Observation SystemsClassroom Oral InteractionClassroom Social BehaviorTask-focused SupervisionTeacher-child Interaction Quality
S ummary . The nature of teacher contact with children in six informal junior school classrooms was examined using a specially designed observation instrument. This focused on three methods of addressing children (as a class, in a small group and privately on their own) and 19 types of teacher conversation. Private, work‐oriented contact predominated, but this was mainly task supervision with relatively little on the substantive content of children's activities. Most substantive contact was low‐level and factual.