According to the author, prior to a move, their classroom was overflowing with stuff on the walls, on the shelves, under the tables, in the file cabinets, and in the folders upon folders in their computer drive. It wasn't just the author's physical and virtual spaces that were full; their curriculum units were packed with lessons and activities,…

A veteran teacher shares the "advice" he gave to his niece about teaching. (RL)

Considers, as a "sensitive person," how not to become emotionally involved with students. Notes that teachers learn to balance school and personal life and to handle the emotional baggage that students will sometimes expect teachers to share. (SG)

Suggests ways for English teachers to use their time more efficiently that include finding a quiet place at school to work, working after school, using a grade-scanner, sharing materials with other teachers, and making lists of tasks arranged in order of importance. (EL)

A high school English teacher with repressed urges to write reports on his self-discovery as a result of writing in class with his students. (RL)

Augments seven rules for teaching composition with suggestions for class activities. (RL)

Discusses ways in which a ninth grade advanced placement English teacher adapted her teaching methods to an obviously talented writer. Notes that teacher and talented student have entered a new dimension, not only of ownership but of voice--the writing zone. (RS)

Offers ways to teach students to understand and appreciate stories not just for their plots but for their stylistic features. Suggests that teachers demonstrate alternatives by rewriting passages in ways different from those chosen by the author, and asking students to describe the differences. Includes classroom examples. (PRA)

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.

Recounts how awareness of the fact that she could retire if she wanted to changed the way a teacher taught and thought, and allowed her to relax. (JL)

Provides the responses of 11 practicing English teachers to the question "What has been the most significant change in your approach to teaching since 1987?" (HB)

Several suggestions concerning affective teaching methods are made based on Hesse's novel, Siddartha.'' (MM)

Describes how the "Facing History" social studies curriculum (which moves students from literary and historical examples of genocide back to present-day experiences of intolerance and racism) is taught in an English class at South Boston High School. Describes various activities undertaken in the class related to this curriculum.…

Literary works should not be used as platforms on which teachers can espouse their own social, political, or religious prejudices; but should be taught as works of art with their own integrity. (JH)

No English teacher should do anything that a machine can do. (JH)