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)

Touts the rewards of being a yearbook advisor. Reviews a series of tips that could extend the life of an advisor: train, delegate, guide, then stand aside. (TB)

Presents a letter offering help for an overwhelmed first-year middle school teacher hating teaching. Offers a response from her former college professor commiserating with her, advocating survival as a perfectly good goal, offering four suggestions, and remembering his own desire to quit early in his teaching career. Includes the beginning…

Argues that, in this time of teacher shortage, English educators must all reach out to encourage and help new teachers or struggling veteran teachers. Offers several examples of organized efforts (by professional groups, in districts and as individuals) to address this need. (SR)

Explores some of the obstacles teachers have to face today, including having heavy workloads and the constant drain on their energy by students. Discusses how they can renew their energy by finding again the child within themselves. (CRH)

Because teachers are expected to take more and more blame for conditions that are not their fault, they are leaving the profession. (CRH)

Maintains that while extracurricular sponsorship is psychologically draining, advising yearbooks and drama rekindle the spirit and feed the malnourished soul. Reviews specific benefits of extracurricular activities to the sponsoring teacher. Offers a brief look at the future of sponsorship and extracurricular activities. (TB)

Presents the question, posed by two future English teachers, of how they can continue to cherish the learning process as well as their excitement and passion for English teaching as they enter the profession. Presents a response by a veteran English teacher. (SR)

Discusses the ways that seemingly minor events and incidents can provide the encouragement needed by beginning English teachers to make it through the ordeal of the first year of teaching. (HB)

Describes the work of the National Council of Teachers of English Task Force on Class Size. Addresses the issue of class size by outlining the needs and rights of students (at all grade levels and in each classroom) that can only be granted when appropriate class size and teacher workload are granted. (SR)

Contains nine excerpts from articles submitted to "English Journal" by veteran teachers. Offers practical tips and stories. Gives advice and encouragement to veteran teachers. (TB)

Observes that kids and teachers are sabotaged by the way urban schools are funded, organized, and run. Advises city teachers to never assume students cannot learn something the teacher wants to teach, to teach literature that both teachers and students will love studying together, and to remember that students themselves are a valuable resource.…

Details a preservice teacher's first experience tutoring in an inner-city high school, during which she found apathetic teachers and discouraged students. Notes that she does not want her upcoming student teaching experience to turn out the same way. Provides a response from another teacher, who suggests that apathy can be avoided if teachers are…

Recounts the disruptions, conflicts, and general hostility that resulted when the position of English department head was eliminated in an attempt to save money. (RBW)

Examines the extended metaphor of "burnout" as it applies to the teaching profession. Examines three ancient Celtic invocations for the better tending of fires, which reveal ways that teachers can burn with enthusiasm without burning out from apathy. (RL)