Teacher Behavior in the Elementary School Social Studies

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Abstract
This report brings together the findings of seven observation studies concerning classroom activities, teacher-talk, children's interest in elementary social studies. The data show that regardless of the ability of the class, teachers employed only a few kinds of activities repeatedly, with teacher dominated activities, such as questioning, consuming half the class time. As the ability level of the class decreased, teachers were more direct in their verbal behavior, and more children gave social studies a low rating. When teachers with indirect verbal patterns taught below average, average, and above average ability classes and alternated teacher-centered and pupil-centered activity programs, differences in pupil achievement and interest were not statistically significant for either program. Two training programs in interaction analysis were effective for teachers in the categories of “accepts student feelings and ideas,” “praises and encourages,” “asks open questions,” “gives directions” and less effective in the categories of “lectures” and “criticizes.”