Using W. Brockriede's model of constructs, experience, and argument, this paper shows how teacher-student communication can be enhanced through the application of the principles of rhetoric. Following a brief introduction, the first part of the paper deals with the centrality of rhetoric to the education process, then discusses rhetoric as method. The second part of the paper examines Brockriede's model and explores its implications for teaching. The paper concludes that the rhetorical approach to teaching at all levels holds the promise of developing students who are not disaffected by the lack of relevance of the classroom experience, but who are involved with their learning because it is important to their lives. (FL)