This bulletin discusses the following four important aspects of the teaching process: surface communication, and enactive, iconic, and symbolic representations of reality. The author begins with a discussion of surface communication in which he explains that our skin constitutes a barrier to communication. He states that we must, therefore, devise ways to express ourselves through this barrier and mentions physical appearance and clothes as ways in which the barrier is overcome. Houses and classrooms are then discussed as extensions of this attempt to communicate. The author then explains enactive, iconic, and symbolic systems for representing reality as the three basic methods categories teachers use. The enactive system, according to this paper, involves actual experience. Although achieving actual experiences may be difficult at times, the teacher can arrive at close approximations through field trips, games, and role playing. The author states that sometimes iconic teaching techniques can be used to better advantage. This technique involves "recording and summarizing images" such as slides, paintings, charts, maps, and films. Lastly, the author discusses the symbolic system, or written and spoken language. This is the system which dominates curriculum and instructional practices in elementary schools. The author notes that although this system is extremely important, more importance should perhaps be given to iconic and enactive representations in elementary classrooms. (PB)