ABSTRACT
Teacher observation is probably the most difficult element for school systems to assimilate. The purpose of the training programme was to increase the basic skills achievement of low and medium-skilled urban youth by improving teachers' skills in the three aspects of classroom instruction mentioned earlier: classroom organization, behaviour management, and 'direct instruction' techniques. The remainder of the training focused on identifying, practising and revising strategies for making the changes in teacher practice. Cincinnati's training conditions diverged from Stallings's in at least four aspects. Training someone to achieve the desired results from the teacher workshops, on the other hand, requires more sophisticated leadership-development approaches. The workshop introduced participants to the research base on the effective use of time in the classroom, and reviewed the data-collection and teacher training aspects of the model. The internal dynamic of changing teacher practice can be thought of as a process of breaking unproductive habits and building new habits.
