An English teacher discusses how she teaches her students to take responsibility, to build a positive attitude, to listen and concentrate, to think, and to study. Only then are they ready to learn English. (MT)

A collection of brief articles offers suggestions for teaching the basics: social studies, problem solving, reading, and science. (CM)

The basic skills and techniques of playing the horn, trumpet, tuba, and other brass instruments are quite similar, but the methods and concepts used to teach these skills vary considerably. Differences in both philosophy and methodology are described. (Editor/KC)

This document, written in the first person, describes the history and feelings of a woman who was functionally illiterate as an adult but who, having learned to read, is now a student at Rancho Santiago Community College District in Orange, California. This "open letter" urges teachers to support and encourage students with similar problems,…

Two prominent leaders in education, Charles Suhor and Jane Stallings, are interviewed concerning the present status and significant effects of the basic skills movement, the effect the National Commission on Excellence in Education report will have on basic skills education, and the number one priority for education in the future. (DCS)

Concepts, propositions, proposition sets, and process patterns are discussed as elements of a model of language-related basic thinking skills. The term "concept" is defined and illustrated, and a model of concept attainment is briefly described. Illustrations are offered for a set of 430 basic concept clusters intended for use as a…

Presents a case for changing the emphasis in education from training for proficiency in basic skills to teaching students how to use computers. (MD)

Addresses the importance of teaching students with hearing impairments zero-order pragmatic-language competencies (PLCs), those communicative and interactive behaviors necessary in everyday social situations to avoid being seen as deviant. Among PLCs are taking turns, initiating or adding to a conversation, and making repairs when necessary. Many…

One Pennsylvania district's experiences suggest that key factors in improving education are (1) redefining education's purpose, focusing on the basics, (2) defining the core curriculum, (3) restructuring the existing curriculum, (4) presenting the plan to the community, (5) responding to fears, (6) maintaining commitment, and (7) keeping…

Enthusiasm for the introduction of computer-based skills needs to be tempered by a realistic assessment of what is possible and desirable within the context of a balanced geography degree. To help teachers identify an appropriate role for computing in the undergraduate geography curriculum, a ladder of computing skills is outlined. (Author/RM)

Recommends an approach to basic skills instruction which takes poetry as its focus to study grammar, style, and ideas. Reports three benefits: poetry gives students something significant to read, utilizes professionals' grammar and usage to teach these areas, and generates readable topics for writing. Provides two typical assignments. (DMM)

Cautions against overemphasizing poor mechanics and overlooking content in writing classes as an overreaction to the problem of deteriorating writing skills. (MKM)

Defines literacy as the ability to make good-mannered sense in reading and writing to the satisfaction of those in power with respect to the task at hand. Lists educational essentials necessary to produce a literate populace, offers a critique of current schools, and recommends an experiential approach to teaching reading and writing. (AEA)

A continuation of the exploration of the various ways that knowledge and insight are achieved. Explains that even instruction in basic skills can benefit from this appreciation. Provides descriptions of classroom activities that demonstrate how the various modes of knowing can be used for conceptual exploration. (FL)

To do academic work, basic writers must know how to use the forms that express mature thinking. Accustomed to the demands of speech, basic writers often rely on unspecified context to relate ideas, thus failing to establish the connections evident in well-developed thought. While able to use certain cohesive ties such as repetitions,…