Explains how a teacher asks her students to write on topics close to their hearts and how she, in turn, writes her own heartfelt essays and shares them with her students. Contains one such essay, in which the author describes how she narrowly escaped serious injury when, as a teenager, she jumped on a moving vehicle. (TB)

The teacher comes to the classroom after a long medical leave taken for getting his legs amputated for having developed gangrene and follows his normal plan of teaching thus ignoring the various questions that his students may have about his physical disability. He realizes his mistake and in the next class uses his condition to explain a version…

This article is part of the "Speaking My Mind" section of the journal that invites readers to speak out about controversial issues relevant to the teaching of English language arts. In this article the author discusses a time when schools had few teachers, lacked curriculum guides, and computers were nonexistent. The author's first…

The interview-based monologues created and performed by the high school students help them to talk about the critical issues that underlie their daily lives. Student samples and advices are given to the teachers who wish to provide their students with a powerful speaking and writing tool.

The ways in which the teachers take the rejection of their favorite work of literature personally are mentioned. A high school teacher relates what happened when she taught the novel she credits with turning her into an English teacher.

The various incidents that take place in the life of teachers and the way in which they affect their behavior in the classroom are mentioned. With the help of Emily Richards Moyer's experiences, which explore frustration and the way she handled it, this article can provide a better understanding for many teachers.

Nancie Atwell describes her professional experiences after writing "In the Middle." Notes that the birth of her child led to her resignation from teaching. Discusses her involvement in directing a writing project, co-authoring a book about writing, editing a new journal, and documenting the language acquisition of her daughter. (RS)

This article describes the experience of teaching in a small school in New York City. It is observed that this offers opportunities for individuals to grow independently and to understand their impact on community and society. As they bridge the gap between becoming a teacher and understanding how to build bridges for children that are moving…

Having been raised by liberal parents who had emphasized friendship and respect between people of all races, the author had often felt the desire to be a part of the continuing movement toward true equality. She viewed education as the key to reaching socioeconomic and political freedom, and she wanted to be a part of promoting that ultimate tool…

Through sharing critical episodes, the author reminds people of the importance of relationships and personal reflection in the development of teachers. The important early lessons from Mrs. Hanks, Charles, Dusty, and Twyla are the ones that have influenced the author the most, the ones that have inspired her to work at being a better teacher, the…

University educator P. L. Thomas recalls the significant figures in his professional life and, drawing from their example, exhorts us to "command the daily events of our own careers." He outlines specific actions that he believes English language arts teachers must take.

An open letter to James Baldwin describing how the author attended a lecture and how the issues and questions Baldwin raised gave inspiration to the author. (CRH)

Notes that even specific journal writing assignments tend to elicit intimate feelings and expressions from students. Notes that English teachers often question their ability to respond in positive ways to such intimacies. Argues that English teachers should learn about legal implications, response options, and their own individual values to…

Describes a course organized in terms of an "exploration of narrative," in which students read and write stories grounded in their own and other students' lives and concerns. Asserts that students' stories are an avenue for the students' various home communities to intersect with the culture of schools. (MM)

Presents a fictional tale of how one elderly and prudish English teacher was disconcerted by adolescent sexuality, to the extent that she could not cope and was forced into early retirement. (HB)