Defines debriefing as a process of guiding reflection on experience in order to learn from the experience. Examines why debriefing is necessary; who runs it; and when, where, and how it is conducted. Guides facilitators through five categories of questions: review, recall, and remember; affect/effect; summation; application; and commitment. (TD)

Discusses child abuse and neglect. Describes signs of abuse and neglect, urges teachers to become involved, and gives guidelines for teacher intervention. (RH)

Organized beginning and ending activities help campers articulate their experiences and feelings. Gives examples of playful beginning activities that help campers meet each other and support and celebrate the camp's vision for them. Presents ending experiences that bring closure to, and reinforce the positive aspects of, the experience, whether it…

The power of music to create a coherent group is amazing. Music can be used to help focus attention, encourage group unity, involve everyone, and allow creative self-expression. Discusses different song styles, simple rhythm instruments, and song writing. Song-leading tips include song choice, teaching techniques, motions, song sheets, and three…

Explores a principal's response to a new teacher who seems promising but is not teaching very well. (RH)

Applies the four-stage reviewing sequence of Experience, Express, Examine, and Explore to climbing, skiing, expedition, and group adventures to show how the experiences of success, learning a skill, responsibility, and cooperation can be enhanced. Discusses things a leader can do before, during, and after the experience that will reinforce the…

Suggests alternative methodologies for processing the adventure experience which do not require leaders to be as skilled as the traditional sharing circle: relaxation/centering/intraspection; special adaptations/extensions of introspection (special places, solos, guided fantasy, journaling); diads/triad (warm-up, structured, nonverbal); group…

Describes the group leadership skills that a teacher needs to conduct a class meeting according to William Glasser's reality therapy model. (SJL)

Many counselors do not use groups in counseling because they lack applied skills or are discouraged by past failures. Practical suggestions for effective group leadership are discussed in the context of mutual sharing, discussion groups, educational groups, problem-solving groups, growth groups, and therapy groups. (Author/BEF)

Discusses Alan Hales's model of safety management in the context of caving. When two sets of hazards, human and environmental, are present together, risk occurs. Objective risk is uncontrollable and should be avoided in educational settings; subjective risk is controllable. Presents positive and negative strategies for engaging or avoiding…

Learning the ropes of school board service requires focus, patience, and good humor. A veteran board member offers suggestions for avoiding first-meeting disasters, building a strong relationship with the superintendent, and dealing with the news media. Includes tips from a superintendent about referring calls to appropriate school administrators.…

The concept of equity traps evolved from a qualitative study that revealed the conscious and unconscious thinking patterns and behaviors that trap teachers, administrators, and others, preventing them from creating schools that are equitable, particularly for students of color. Although the results of this original study exposed these equity…

This article is a sympathetic response to Achilles ("Education Leadership Review," Vol. 3, No. 3, Fall 2002, p. 1-7). (Contains 17 references.) (WFA)

This booklet addresses persons who would like information about leadership of community groups. It is meant to be read both by current community group leaders and by persons who aspire to be leaders. Roles and functions of community group leadership are presented, along with suggestions about how to carry out the leadership role in ways that…

This article argues that many of the traditional texts used in education-leadership programs contain more disinformation than information. Focuses on the issue of validly, with key components of correctness, truthfulness, and precision. Much material taken from Achilles & Finn (April 2002). (Contains 1 table and 30 references.) (AUTHOR/WFA)