Outlines the basic tasks and skills of teaching under three major headings: planning, teaching, and pupil progress reporting. Presents brief definitions of each skill. (Author/SJL)

Considers how teacher education programs can prepare their students with the variety of teaching skills they will need to meet diverse learner needs. (SJL)

Describes a seminar offered at the University of Victoria for students who have taken arts or science degrees rather than degrees in education. Presents key activities used in the seminar, which is designed to provide students with classroom "survival skills." (FL)

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)

Guidelines are given to the teacher on using questions to improve classroom discussions. Included are: reasons for using questions, ways to ask questions and acknowledge students' responses, and types of questions which should and should not be used. (SJL)

Teacher training institutions should give attention not only to the academic and philosophic preparation of teachers but to the human realities of today's classrooms and the interpersonal skills needed by teachers. (SJL)

The author attempts a description of teaching, based on the definition of teaching as an act of communication. (SJL)

Interviews suburban Chicago, Illinois preservice and inservice teachers to explore reasons why they chose teaching as a second career. Finds these second-career teachers are activated by altruism and perceived personal benefits; they see themselves as different from first-career teachers in subtle but significant ways; and they believe they can…

Addresses the fact that a very small number of programs in science education were identified as outstanding in the field by the National Science Teachers Association. (NKA)

Examines the relationship between job satisfaction and the quality of teachers' training programs. Results indicate that the higher teachers rated their preparation programs, the more stress they perceived on the job from a lack of administrative support. (SRT)

Teaching is hard, no matter where someone teaches. But for teachers in schools beset by poverty who have to find ways to motivate, discipline, and (with any hope) educate students whose odds in life are stacked against them, teaching is extremely hard. It is not surprising, then, that any effort to place additional pressure on teachers, many of…

Explains a written form beginning teachers can use to record their competencies in nine areas: classroom climate, creative curricula, complimentary communication, planned progress, particular practices, productive performance, reflective teaching, reliable tools, and relevant training. (HOD)

Critically examines some of the assumptions made about student teaching, particularly about the roles of the college supervisor and the cooperating teacher. (SJL)