*Teacher Behavior; Teaching Techniques

This study attempts to generate hypotheses concerning teacher performance in the classroom. Seventeen teachers were videotaped while teaching a lesson. Pupils completed an achievement test and a rating scale of these teachers which placed the teacher in a high-, medium, or low-effect group. A comparison of the frequency and types of questioning and reinforcing behavior between high- and low-effect teachers was then made. The data from this show that a) high-effect groups ask more rhetorical questions than the low-effect groups; b) high-level questions distinguished groups from one another more than low-level questions; c) high-effect groups provide more positive verbal reinforcement than low-effect groups; and d) frequency of negative reinforcement does not distinguish one group from another. When using IQ as an aptitude measure and frequency of any teacher behavior as a treatment, results show that a) more abl