An English teacher discusses how she teaches her students to take responsibility, to build a positive attitude, to listen and concentrate, to think, and to study. Only then are they ready to learn English. (MT)

This article describes a whole language support group that evolved from the efforts of two teachers to implement the whole language approach to reading. A list of whole language support groups for teachers and of networking newsletters is included. (IAH)

A teacher encourages other teachers to look beyond rigid, locked-in, over-organized instructional approaches by pointing out the advantages of creativity, risk-taking, and flexibility in classroom teaching. (CB)

The "whole language" approach to reading instruction integrates, rather than fragments, the reading process. Ways teachers can take reponsibility for their students' literacy by modifying or even putting aside basal readers are suggested. (MT)

Criticisms of basal readers are addressed. Improvements to basal readers in 1986 and 1987 are listed. Teachers are urged to be selective when using basal readers. (MT)

This article briefly identifies and defines several key terms and concepts which are relevant to a discussion of how to teach thinking skills. Cognitive processes, metacognition, and the relationship of personal characteristics to thinking skills are discussed. (IAH)

A remedial reading teacher compares her experience in a night-school carpentry course to how she taught her students, reflecting on whether she adequately prepared students for learning, correctly assumed how much students knew, and was appropriately reassuring to students. (CB)

Reflecting on her teaching practice led the narrator of this article to alter her traditional method of asking questions and giving directions to students. Examples of questioning and direction-giving strategies are included. (IAH)

Varied exercises are offered for teachers to use in sharpening students' listening skills. (DG)

This article briefly describes 10 well-regarded thinking skills programs, categorized as either infused programs, which are integrated into the established curriculum, or separate programs devoted to teaching skills. A program buyers checklist is provided. Additionally, a resource list is given which includes other notable programs, competitions,…

Presents two opinions about whether to keep textbooks in the classroom. One states that textbooks are boring, simplistic, and error filled, and they teach children that reading is dull. The other suggests that textbooks are more powerful, more engaging, and better written than ever, filled with ideas for critical discussion. (SM)

Four principles of authentic teaching include motivating students by creating assignments that are meaningful and substantive, helping students understand the difference between correct and good work, judging students' work by real-world standards, and preparing students to manage the ambiguous and complex problems of real life. Examples from…

This essay examines some shortcomings of traditional methods of studying and helping children and concludes that teachers need to recognize that the child is able to inform and enlighten the teacher. (JMF)

This article identifies physical, psychological, and social obstacles that may block students' thinking ability. Guidelines are provided to help teachers uncover and overcome hidden obstacles. A glossary of thinking skills terms is included. (IAH)

Presents two opinions on motivating students through reading incentive programs. The first suggests that such programs benefit students by building self-esteem, with students earning while they learn. The second states that rewards may lower comprehension and dull long-term interest in reading, with children focusing on rewards rather than…