Describes the experiences of a secondary teacher participating in a six-week National Endowment for the Humanities summer fellowship at Oxford, England. Reports that the teacher went back to her duties renewed through change. (RS)

A fifth-year high school teacher recounts her experiences with her students and her sense of loss after their graduation. She describes her initial apprehensions about getting along with the new group and the way she accepted the new seniors without comparing them with her previous batch.

A high school teacher has created a more effective method of responding to students' papers by using the tools that are available in common word-processing programs and widely available technology. Assessment has become a powerful tool for instruction and student self-reflection as the response of most of the students is positive towards…

The experiences of a high school English teacher at Stryker Local Schools are presented. He describes his extensive interactions with students and the benefits of small-town education.

The English teacher does not use literature to teach reading skills; he rather helps students use those skills to understand literature. (JH)

Questions the semantic behavior of English teachers in classroom situations, demanding of them the same high standards and communication accuracy they demand of their students. (RB)

Offers a plan whereby teachers write parents end-of-school letters about students who were excellent, who had made good classroom contributions, or who had made academic turnarounds. Considers this plan an effective means of improving parent-teacher relationships. (RL)

A 120-item questionnaire designed to investigate attitudes and opinions concerning language and knowledge about various facets of language learning and use among elementary and high school teachers. (DD)

Describes opportunities and activities for a short unit on the yearbook inscription, one that contains information on cliches, anecdotes, persona, character development, and familiarizing students with various reference books. (RL)

Argues that the continuation of teacher education through additional college work will make teachers aware of a greater number of options to help solve the increasingly complex problems associated with literacy learning. Describes the author's experiences upon going back to school for an advanced degree. (RS)

Describes a teacher's experiences during a sabbatical year in Germany. Reports that, after being a student for a year, the teacher felt a new bond with her students. Notes that learning a new language gave the teacher a new understanding of what learning involves. (RS)

Presents a conversation between the teacher of a first-year college composition course and a high school English/language arts teacher regarding what they do in the college composition course. Offers students' insights and suggestions about how they might most effectively be prepared for such a course. (SR)

The efforts of a ninth grade teacher Dotie Hyatt are reviewed as she struggles to work within the school district's expectations to meet the needs of her students. Various problems and needs of students are mentioned.

A high school teacher tries to eliminate the obstacles to subversive teaching in public schools by asking them to design schools that embodied the principles of learning suggested by the romantic and transcendental writers like Emily Dickinson, Ralph Waldo Emerson, Edgar Allan Poe, Henry David Thoreau, and Walt Whitman. It helps the students…

The students, who debate develop the skills of critical learning, argumentation and presentation quickly. A high school teacher illustrates the way she combined essay writing and debate to address a range of language arts standards and also help students become better-informed participants in a democracy.