complished through the use of stimulated recall techniques: "Stimulated recall techniques consisting of systematic methods of video-taping teachers in their classrooms during instructional time are among the most efficacious ways of helping teachers acquire needed skills for teaching limited English proficient students" (Martinez, 1992, p. 169). The video-taping sessions occur over a two- or three-week period, each session lasting for about 20 minutes. Afterward, the supervisor and teacher review the tapes, identifying and analyzing each particular decision-making point (DMP).
The DMP analysis is then coded using six general categories. These categories relate to decisions made regarding pupils, learning activity content, procedures, instructional materials, time, and culture. This tabulation and analysis helps both supervisor and teacher to identify areas that need to be strengthened to improve the teacher's effectiveness in instructing language minority students: "Mainstream teachers viewing the various DMPs are able to analyze actions taken . . . Supervisors can help teachers establish a basis for decisions made, leading to a greater understanding of cultural diversity" (Martinez, 1992, p. 170).
The traditional method of evaluating teacher effectiveness has been student academic achievement. In instructing language minority students, other variables need to be assessed. An understanding of their students' cultural backgrounds and how culture relates to their own decision-making is critical in improving the effectiveness of mainstream teachers in the language minority classroom.
Martinez, R. (1992, Winter). Staff development for improving teaching skills of mainstream tea
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