Intended for use by educators of preservice speech communications teachers, this description of a methods course is geared towards high school and college level pedagogy. The philosophy of the guide rejects the typical textbook style, in which generalizations are given to students as unqualified positive statements rather than made objects of search and discovery. Implementing a models approach based on a textbook by B. Joyce and M. Weil, the course description downplays speech communication content and prescription in order to emphasize learning processes and induction. After discussing this rationale, the description provides (1) a first day handout stating policies and objectives; (2) a course schedule and list of assignments, including construction of lesson plans, textbook evaluations, and teaching of given models; (3) a philosophy listing suggested model attitudes of the effective teacher of speech communication; (4) a textbook evaluation checklist for categories of content and quality; (5) a discussion of criticism as informative feedback, accompanied by evaluation guides for the extemporaneous talk; (6) suggestions for dealing with communication apprehension; (7) a reading list on communication competency for high school students; (8) guidelines for creating a high school course outline and for making a start sheet on course policies; and (9) assignments to present demonstration models. Finally, handouts and tasks are provided for teaching communication via each of the models, which include memory, advance organizers, concept attainment, inductive thinking, inquiry training, cognitive growth, non-directive teaching, synectics, assertiveness training, and role playing models. (JG)