Effective Instructional Practice:Using teacher self-disclosure as an instructional tool

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Abstract
Traditionally, in the classroom, teachers often spend considerably more time talking than their students. While a good portion of this time is spent by the teacher covering course content, teachers also talk about themselves, tell stories, and share their personal beliefs (Nussbaum, Comadena, & Holladay, 1987). When these behaviors occur, teachers are engaging in self-disclosure. This article examines the research conducted on teacher self-disclosure and offers suggestions on how teachers can use self-disclosure effectively in the classroom.

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