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Provides a synthesis and extension of research on teacher clarity conducted since 1971. Examines the conceptualization of teacher clarity and research approaches to it. Supports the thesis that clarity is a relational variable. (SR)

Humor in teaching can promote a positive and cohesive class atmosphere but can also have unintended negative results if the teacher does not first develop a supportive relationship with the students. (Author)

Many college faculty are reluctant to examine and refine their own classroom communication skills, for a variety of reasons, but teachers should focus on developing the effectiveness of their classroom instruction through the student-teacher relationship. (MSE)

A sample of 280 undergraduate students were selected for a study to determine the effect of tendentious and nontendentious humor in college first lecture presentations on students' perceptions of classroom communicative climate. Findings are discussed. (MT)