Interaction Patterns of First-Year, Typical, and “Best” Teachers in Inner-City Schools

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Abstract
"Best," typical, and first-year teachers were studied in three urban junior high schools through the Flint interaction analysis system. Anecdotal records were also kept. A number of significant differences were found in teaching behaviors during the first contact with classes, and these behaviors became more dissimilar with time. Initial contact with students proved of vital importance in establishing control and in setting patterns for later work. Successful teachers set standards and expectations at the start of school, while beginning teachers were more engrossed in administrative and routine procedures. Compared to experienced teachers, new teachers used more direct behaviors at the beginning and increased in their use over time.

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