Presented is an effective, nonthreatening way to provide feedback to supervising teachers. It involves an exercise called "Butterflies (ways supervising teachers helped) and Bugs (behaviors of supervising teachers which were detrimental or unprofessional)." (KC)

Discusses the components of a successful band program. Argues that such programs are organized, community- and school-oriented, and musically centered in terms of student and group accomplishments. (FL)

Presents the findings of a survey of secondary school principals concerning the problems associated with school activities programs. Lists the four major problems as lack of student participation, lack of sponsors, time restrictions, and financial considerations. (FL)

Proposes student-taught minicourses as a way of fostering self-directed learners while meeting the demands of an extensive and varied curriculum. Outlines a procedure for establishing such courses. (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)

Shows how the social judgment theory can be used by classroom teachers to reduce student racial prejudice. (RL)

The author advocates positive discipline based on teacher behavior which demonstrates self-confidence, courtesy, fairness, respect, and sensitivity. (SJL)

Lists seven common student fears about classroom tests and suggests ways that teachers may help alleviate them. (SJL)

The state laws currently being passed to promote competency-based education and testing are so lacking in detail and so unrealistic in their expectations that they will do little to restore public confidence in education and may even have a disruptive influence. (SJL)

Defining the motivated learner as responsible, curious, and inquiring, the authors describe teaching techniques for developing student responsibility through norm setting, provoking curiosity through the use of paradox, and encouraging inquiry by helping students to frame personally meaningful questions about subject content. (Author/SJL)

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)

A random sample of secondary teachers and administrators were asked to express, on a Likert scale, agreement or disagreement with 20 possible reforms in secondary education. The two groups differed significantly on these issues: community and student involvement in school governance, minimum competencies, student job placement services, and…

Presents a rationale for sex education for the handicapped and lists instructional concepts relating to sex education which the authors feel should be considered by those developing IEPs for handicapped students. (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)

Using vignettes of individual handicapped children in Ohio schools, the authors discuss the importance of P.L. 94-142 in helping these children to develop productive lives. (SJL)