Presents 10 tips to help teachers in their science instruction. (YDS)

While resources are abundant for helping the mentor and the new teacher, very little has been written to guide the leaders of teacher and mentor development. This book provides an effective, proven model for developing, implementing, evaluating, and sustaining an induction and mentoring program that results in highly qualified teachers. A…

Notes briefly the major obstacles to effective questioning (repeating questions, answering one's own questions, repeating student responses). Describes effective questioning techniques, including the use of probing questions that build toward clarification and correct response to the original question. (RL)

The authors give advice to teachers on correctly presenting assignments by discussing these questions: What information should an instructional assignment convey? What criteria should be considered in phrasing an instructional assignment? And what means can be used to clarify an assignment? (Author/SJL)

The author urges teachers to consider the pitfalls as well as the benefits of the current enthusiasm for death education, for the topic can be emotionally explosive for both teachers and students. She discusses the self-awareness, information, and communication skills necessary to present death education successfully. (Author/SJL)

Discusses effective ways to improve teaching and focuses on self awareness, peer videotaping, and student feedback. Explains the practice cycle with five elements: set goal, practice, feedback, reflection, and adjustment. (YDS)

Social skills instruction and appropriate individualization of instruction can help mainstreamed handicapped children become accepted by their peers. Modeling (practicing demonstrated behaviors), prompting (correcting behavior when signaled), and feedback (giving corrective guidance) are used to teach the handicapped student such important social…

The handbook describes the structure and process of practica for teachers of students with severe and multiple handicaps at the University of Alberta. Guidelines for introductory practica are presented and eligibility, practica duration, and location of the practica are discussed. The handbook includes forms of evaluating individual and group…

This article describes a high school teacher's experience introducing critical thinking skills into the existing curriculum. The recommended procedures required no alteration of the existing curriculum and no additional preparation time. Students benefited from greater subject matter involvement and increased conceptual understanding. (JDH)

Discusses the advantages and challenges of the group piano teaching approach. Different kinds of group piano classes are described. To make group classes effective, teachers must learn about the psychological factors involved in this kind of learning, group students properly, organize lessons well, and provide group leadership. (AM)

Advanced composition students benefited from the experience of evaluating and grading papers submitted in a freshman writing course. (DD)

Outlines essential competencies which will help content area teachers effectively incorporate reading variables into instructional differentiation. (HOD)

Suggests that exercise, diet, voice lessons, or a new look might do more for teaching effectiveness than graduate courses in education. (CM)

Describes positive attitudes from mentors that might encourage teacher trainees and discusses methods of aiding trainees for better teaching skills that make a lesson more valuable. Makes recommendations on how to teach difficult ideas to students. (YDS)

Describes a supervised teaching practice which is proposed as a cost-effective integrated approach to linking the support and development of teachers with quality assurance. (Author/YDS)