Effective professional development programs focus on maintaining and nurturing the young traits like great enthusiasm and energy as other knowledge is gained to meet the teachers' evolving professional needs. The difficulties and experiences of many first-year teachers and some guidance to avoid them are described.

Jo-Anne Kerr relies on teacher-research practices to discover insights for making her classes more beneficial to "resistant learners." She shares her experience of observing two previously struggling male vocational-technical students, conducting informal and formal interviews with them throughout the year, and collecting data from their…

Shares insights of an English teacher gained through a variety of teaching experiences. Describes how the Bay Area Writing Project provided effective strategies to improve the teaching of writing. (NH)

Encourages beginning teachers to take a reflective approach to their early teaching experiences, to acknowledge that they will encounter difficulties, and to accept some initial defeats as preparation for successful, effective teaching. Lists some applicable resources. (JT)

Talks about how a teacher has changed her ideas over the course of her career and learned to grow with the times. Describes the process of professional growth and what is necessary for it to happen. (TB)

Describes a conversation among veteran women teachers exploring the people and experiences that have shaped their professional development and led them to become learners who continually reflect on and revise their practice. (TB)

Two teachers, one English, one American, from the International School of Brussels, Belgium, describe the benefits and drawbacks of teaching overseas, discussing the flexibility, the cultural advantages, and the professional drawbacks. (EL)

Contains nine excerpts from articles submitted to "English Journal" by veteran teachers. Offers practical tips and stories. Gives advice and encouragement to veteran teachers. (TB)

Details a preservice teacher's first experience tutoring in an inner-city high school, during which she found apathetic teachers and discouraged students. Notes that she does not want her upcoming student teaching experience to turn out the same way. Provides a response from another teacher, who suggests that apathy can be avoided if teachers are…