Conceptual Systems and Teaching Styles

Studies of classroom interaction show that teachers spend about two-thirds of their class time on two kinds of communications: handling of information and bestowing of rewards and punishments (Bellack and Davitz; 1963; Flanders, 1965). Information can be handled in different ways and sanctions applied to different student behaviors. A system for analysis of the teacher's verbal communications developed by Joyce (1967) identifies four ways of handling information and five categories of applying sanctions. The teacher can tell or deliver information to pupils; she may summarize, give conclusions or express her views or opinions; she may ask narrow questions to elicit specific information from pupils; or she may require the student to draw conclusions, to hypothesize, or to express his ideas. In applying sanctions, the teacher may sanction the student's search for a solution to a problem; reward the correct answer itself; sanction the pupil's ability to conform to rules and directions; or reward his relations with others in the classroom.