Classroom Behavior of the College Teacher

DESPITE a growing interest in new methods of teaching at the college level, knowledge of the teacher behavior involved is still in a chaotic state. Cantor (i) has recently focussed attention more strongly on the teaching process, but there is a lack of clarity still in the concepts used to describe this process. Quite a different aspect of teacher-behavior has come under study by Simpson and Brown (6). Recently discussion of college teaching with a group of teaching internes participating in a seminar program under a scheme financed by the Ford Fund for the Advancement of Education, made this chaos and confusion obvious. As experienced and highly qualified college teachers talked about the &dquo;lecture method,&dquo; the &dquo;seminar and discussion methods,&dquo; and about the &dquo;laboratory method,&dquo; it was clear that these methods overlap in many ways and differ in some, but it was never clear how these similarities and differences could be characterized. What seemed to be needed