Teachers should be knowledgeable not only about their own rights but also about classroom situations in which they may be held legally responsible for the welfare of their students. (JD)

Responses to a poll revealed that teachers' most common professional problems were: too little time to accomplish objectives, too many nonprofessional duties, overcrowded classrooms, motivating students, lack of administrative support, lack of parental support, troubled children, and discipline. (JD)

Strong parental action can be a force to make teachers and administrators accountable for lack of academic achievement in children. (JD)

Teachers need to watch for hidden visual problems which may affect their students' learning. The article discusses vision and learning, visual efficiency problems, and treatment; it describes conditions and symptoms of visual processing and efficiency disorders. (SM)

Describes one elementary teacher's experience when a minor event (a student forgetting to bring a permission slip and lunch for a field trip) resulted in a major class lesson in responsibility. Another teacher and a social worker present their perspectives on the situation and provide suggestions for teaching responsibility. (SM)

Classroom teachers should be "intellectuals as well as practitioners." Otherwise, teachers leave themselves open to such curriculum programs as the "Paideia Proposal" designed by a group of university-based educators who had little or no teaching experience. (JMK)

Most students suffer some test anxiety. A two-pronged approach to holding students' test anxiety at bay suggests that teachers keep testing low-key to minimize fear and that students learn a systematic study method so they will be prepared. Some children may need professional help to conquer their fears. (SM)

Abused children send signals to their teachers. Common signs and symptoms are listed as are resources for teachers to use to educate children, other staff, and themselves about child abuse. (MT)

Presents suggestions from elementary school teachers to ease the pullout problem for classroom teachers. The suggestions include: create weekly class calendars, pair students, reschedule pullouts to more convenient times, and prepare a record sheet for information on topics the student misses. (SM)

Describes how teachers can diagnose and repair various common problems with their classroom computers without having to call in a repair person. The article also provides suggestions on how to prepare for a visit by a repair person to cut down on the time and expense of repairs. (SM)

When producing school plays, teachers can prepare students for the tryouts to avoid student frustration over the reality that everyone cannot play the lead. Suggestions include talking before the tryouts, meeting with those who are trying out, inviting students to participate in the crew, getting parents involved, being honest, and double casting…

Many students have undiagnosed vision problems despite passing school vision screening. Traditional screening may miss problems with close vision, eye-hand coordination, and smooth eye coordination. The article discusses what teachers should look for, how to proceed if there is a problem, and how to create vision-friendly classrooms. A list of…

Nine examples of research findings are listed with the suggestion that teachers should be responsible for interpreting these findings in light of their classroom experience. (PBS)

This commentary on educational reform proposals from the 1950s to the present argues that psychologists and other academicians cannot change the schools; they can only make suggestions. Teachers must become the leaders in making the schools decent, creative, enriching places for children to learn. (PP)

Many kidnapped children eventually appear in schools where alert teachers may be their best hope of rescue. This article provides clues to help teachers identify victims, explains how to contact child-search agencies, and recommends ways to teach children about avoiding abduction. (PP)