Author described how he prepared students in advance of a poet's visit to their school, how the poet worked with students in the classroom, and quoted some of the poems they wrote. (Author/RK)

Authors feel that the teacher has certain qualities similar to those of an actor and once understood can contribute toward conscious and deliberate activities, including creative and unique responses. (Authors)

Content and scope of a course taught by the author at the University of North Carolina at Wilmington, and student response to the course. (SP)

Discusses the importance of aesthetic education in middle schools. Imagines a school as an aesthetic environment. Describes how several content area teachers have enhanced the learning of traditional content through aesthetic projects and activities. Notes students' enthusiastic response. Outlines a five-step approach to incorporate aesthetics…

Authors queried students as to their attitudes toward teachers and how they are influenced by them. (RK)

An investigation of student reactions to elective courses by the English teachers at Weber Junior High School in Port Washington, New York. (Editor/CB)

Describes variety of one-day courses taught by high school faculty, students, and administration, resulting in high interest and enthusiasm on all sides. (SP)

A high school teacher describes the learning that occurred when she and a group of bright students went on a 10-day snake hunting trip to the South Carolina swamps. (SP)

Authors report on a recently completed study which measured the responses of students and teachers to mini-courses in the social studies. (Editor/CB)

There is really a short span of time and interest between a college freshman and a high school senior. Therefore, the experience of probing into certain selected pieces of American literature, as described by the author, can easily be adapted by an English teacher. (Editor)

Suggests that inappropriate book selections, the book report/test syndrome, and ineffective assignments turn students off to reading. Recommends alternative English classroom techniques (reading groups, oral and dramatic activities, writing, and media) to encourage students' enjoyment and appreciation of literature. (SJL)

Description of a two-month unit on the Bible as literature; materials, sources, class activities. (SP)

Author discusses attitudes of students who are accustomed to learning as entertainment'', and the implications for college teachers. (SP)

Shares the history of a court case in which students are required to announce grades aloud. Suggests that a professional responsibility of teachers is to build trust between those who hold power and those who do not. Contends that peer grading can serve other roles, such as an opportunity where students can feel comfortable learning from their…