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Teachers' Adaptation to Students [microform] : Implicit and Explicit Matching. Research and Development Memorandum No. 139 / David E. Hunt
Bib ID 5296318
Format BookBook, MicroformMicroform, OnlineOnline
Author
Hunt, David E
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1975 
50 p. 
Summary

This paper examines the process by which teachers adapt their teaching behavior to their students, including (1) how adaptation is manifested spontaneously through implicit matching of students and teaching styles, (2) how implicit matching can be analyzed, (3) how models for matching teachers' approaches to different students can be described, and (4) how the models can be incorporated into daily teaching behavior. It summarizes work done to date on the effects of "student pull" (i.e., student influence on teacher behavior) and on the means of training teachers both to be sensitive to the differences among students and to use information about those differences as the basis for modulating their behavior. The process of matching is analyzed in a six-step sequence using a Behavior-Person-Environment system. Examples of implicit matching are given, and one model for explicitly matching teaching behavior to students' conceptual levels is described. It is stated that the long-term aim of applying explicit matching ideas is to facilitate teachers' implicit matching in their spontaneous adaptation to the needs of their students. (Author)

Notes

Sponsoring Agency: National Inst. of Education (DHEW), Washington, DC.

Contract Number: NE-C-00-3-0061.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Adjustment (to Environment)  |  Student Behavior.  |  Student Teacher Relationship.  |  Teacher Behavior.  |  Teacher Influence.  |  Teacher Response.  |  Teaching Styles.
Form/genre Reports, Research.
Other authors/contributors Stanford Univ., CA. Stanford Center for Research and Development in Teaching
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