Traces how the author inspired a popular poem. (JL)

Suggestions are made to teachers for using daydreaming, guided as fantasy, to prepare students to concentrate, to enrich the curriculum, and to increase self-knowledge. (Author/SJL)

Argues that readers learn about emotions from stories, and emotional awareness helps readers understand stories. Offers four instructional approaches for interpreting emotions. Discusses how to find clues to characters' emotions; emotional complexity; how to use emotional information; and interpreting emotions to make connections. (SR)

The purpose of this paper is to operationally define four components of a mental set and describe how students can be taught to be aware of and control their mental set. Parameters of mental set include affect, attitude, focus, and meaning. It is argued that many factors essential to the success of a given task are at least partially, and perhaps…

Recounts how students at Rutgers (New Jersey) Preparatory School used journal writing to explore their feelings about the disruption in their academic life caused by a fire that destroyed much of their school. (RBW)

Defines the form, subject, structure, language, and feeling of haiku, a Japanes verse form in which a short poem captures the essence of natural events. Provides guidelines for using haiku in nature education. (LFL)

Presents (1) information to help teachers evaluate how well the physically handicapped child and his/her family have adjusted to the child's disability and (2) guidelines for handling associated practical issues that arise in the classroom. (Author/RH)

Suggests techniques for helping students to recognize emotional content in books or television programs and to understand how authors use emotion as a story device. (Author/SJL)

Presents a model for motivating seventh- and tenth-grade Ethiopian students to write poetry about their personal feelings and experiences. Describes four strategies for the poetry workshop: acrostic, lune, counting pattern, and one that explores feelings and personal emotion. Notes that all exercises encouraged children to express themselves on…

Dreams can be used to draw students into an authentic expression of their creativity and to give them some validation for what they are as persons. A "dream seminar" in a writing course could have students read and discuss Whitman's "Leaves of Grass"; log, report, and discuss their dreams during the course; and explore other…

Drawing, writing, acting, and discussion activities are presented, which the author has found successful in helping third-graders understand and face their own feelings and those of others. (SJL)

Summarizes the lives and pursuits of four U.S. artists: Winslow Homer, John Frederick Peto, George Bellows, and Joan Mitchell. Explains the concepts apparent in the four works of art and shows how the artists created these works through expressing their perceptions of the world around them. Lists questions for further exploration. (CMK)

This volume, written by teachers for teachers, parents and administrators, presents an insightful, correlative view of the emotional needs of both the teachers and their students. Frontmatter includes: "Planning to Become a Teacher?" and "Needs of Children and Their Teachers." Papers included are: (1) "On the Teaching of Teachers" (C. A.…

Examines causes and types of stuttering and its emotional and social aspects. Suggestions for helping students overcome stuttering involve (1) giving children undivided attention when speaking to them; (2) providing a relaxed atmosphere; (3) encouraging polite speaking manners; (4) sensitizing all children to stuttering; and (5) providing…

Children's emotional responses to films are the focus of the four articles in this issue designed for media specialists and educators. Following an editorial discussing the responsibilities of media as put forth by Bruno Bettleheim, the first article presents a methodology and rationale for using story films to encourage children's exploration of…