ERIC Number: ED213688
Record Type: RIE
Publication Date: 1982-Feb
Reference Count: 0
Training Teachers to Teach Clearly: Theory into Practice.
Smith, Lyle R.
Secondary education majors participated in a one-week microteaching program in which they were trained to identify and quantify verbal behaviors that inhibit teacher clarity. Teacher clarity indicators were identified as vagueness terms and mazes. Vagueness terms are indicated by approximation or lack of clarity and assurance. Mazes are garbles, stutters, slips of the tongue, false starts, and redundancy. Students in both the experimental and control groups were completing certification requirements or were updating certificates they currently held. All students were assigned two lesson topics to prepare for presentation to a class. After the students in the experimental group presented their first lesson, the investigator defined vagueness terms and mazes. Sample tapes of the lessons were played and the experimental group was trained to identify and quantify vagueness terms and mazes. Ways to reduce the frequency of these terms and mazes were discussed. In reviewing their taped discussions, no mention of vagueness terms and mazes was made to students in the control group. Students in the experimental group reduced their use of vagueness terms and mazes from the first lesson, while those in the control group reduced only the frequency of mazes. Although these research results were interpreted within certain limitations, it can be concluded that teachers can be trained to significantly reduce the frequency of vagueness terms by focusing on the terms and by preparing lessons to eliminate them. Mazes can be reduced by simply presenting lessons and reviewing their presentations. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 19-23, 1982).