Teacher Clarity in the Middle School Classroom: A Functional Review of Research

Abstract

During the past 15 years, numerous research studies have been conducted that examine teacher clarity as an effective classroom behavior. These studies suggest a positive correlation between effective teacher clarity behaviors and positive gains both in student achievement and student perception. In addition, various low-inference variables related to clarity have been identified that can be successfully employed in middle school settings. This chapter briefly discusses why teachers should be clear and provides a number of practical guidelines for enhancing clear teacher explanations.