Teachers must give adequate attention to teaching social skills and monitoring for total team involvement if they are to introduce cooperative learning successfully. Interpersonal skills are more important than positive interdependence, face-to-face interaction, individual accountability, or group processing skills. Includes five references. (MLH)

A systematic approach which clearly defines teacher, student, and parent roles in homework is described, including discussion of homework policies, homework returns, study areas, survival kits, and time management. (CB)

Suggestions are provided for promoting positive school and community relations, including establishing a public relations committee and program which informs the community of school achievements and activities. (CB)

Discusses the role of reading specialists in remediating reading difficulties in mainstreamed classrooms. Describes meeting students' needs, planning, and assessment in a mainstreaming with consultation model which seems to be effective. (SR)

Discusses what teachers must know to help children cope with loss (death, divorce, and moving), explaining that for most children, loss and fear go together, and noting that it is often the teacher who first identifies how difficult a loss is for a child. A sidebar presents tips on dealing with loss in the classroom (being attentive, sensitive,…

Suggests that reading aides work with students who have remedial problems, allowing the reading specialist to monitor and supervise reading instruction. (RB)

Presents a collection of personal observations and data made over a period of seven years of teaching remedial students to read. (RB)

Illustrates and discusses the nonlinear curriculum and suggests some implications of the teacher's role in this approach to informal learning. (ED)

Briefly argues for a broader interpretation of the concept of individualized instruction. Would include various forms of student expression and teacher sensitivity to the intellectual, social, and emotional needs of children as teaching dimensions which can be individualized. (JMB)

Ways that teachers can prepare themselves for a class with a mainstreamed disabled student are described, including obtaining information about the specific disability, visiting the child and parents at home, reflecting upon personal attitudes about disabilities, setting up for a wheelchair user, working with visually- or hearing-impaired…

A typical week for an enrichment teacher at the Saudi Arabian International School of Riyadh begins on Saturday and includes emphasis on science inquiry, visual imagery techniques, evaluation, drama, poetry, and literature enrichment. (CL)

Determined whether teachers with personal divorce experience differed from other teachers in their opinions on divorce, knowledge about divorce, and feelings about schools' role and responsibility to children of divorce. Those with personal divorce experience were more likely to encourage teacher and school involvement with children of divorce.…

A support teacher for the management of 10 to 14 year olds with emotional/behavior difficulties reviews three major functions of her role: (1) classroom work and visits, (2) liaison and coordination, and (3) inservice training. (CL)

Examines the sources of teachers' questions, as well as the type and quality of questions they ask in different reading groups. (FL)

The author relates her personal experiences with reading instruction as a student and with reading. (FL)