Containing 14 essays from teachers at the high school and college levels, this journal issue addresses the problem of the overburdened English teacher, describing the nature of the overload but also offering practical help. The beginning article describes the enormity of the total English teaching load, including the heavy load of grading papers, supervising extracurricular activities, doing clerical work, and reporting to parents. The next article addresses the issue of overload caused by being asked to assume too many roles. The following essays provide an approach to teaching drama from a performance perspective for teachers, describe the reasons for becoming the speech coach, present guidelines for running a high school forensics program, suggest three survival rules for the teachers with an extra duty assignment, and list two key elements for coping with school publications supervision. The remaining essays deal with using communication skills in the school council, using oral interpretation in teaching literature, being a class sponsor, making sure students' high school transcripts accurately reflect course work in English, using videotape productions to persuade students to read books for fun, changing attitudes toward English, and teaching vocabulary skills using a popular activity. (EL)