Many English teachers feel underprepared to teach students with disabilities. While teachers may want to do whatever they can to make all their students successful, some may feel that they don't have as much time as they would like to prepare high-quality differentiated instruction, to fully accommodate every student, or even to know what…

"Authenticity," "intrinsic motivation," "confidence," and "student choice." More than just jargon, these ideas are essential for student achievement. Facing the pressures of mandated standards and assessments, teachers often replace activities that allow for student choice and multiple outcomes with…

In this article, the author expresses his doubts about rubrics. He contends that rubrics have several drawbacks and these are the following: (1) Rubrics prevent teachers from improving their practices and rethinking their premises; (2) Students tend to think less deeply, avoid taking risks, and lose interest in the learning itself; and (3) Good…

In this article, the author expresses her views in defense of writing rubrics. She explains that when rubrics are thoughtfully crafted and used with discretion and understanding, they can be among the most useful instructional tools that teachers have. A rubric captures the essence of performance at various levels. Because rubric demands…

Argues that teachers can find solutions to problems and answers to questions by conducting their own classroom inquiries and explorations. Discusses four types of classroom research in which teachers can engage: "test-teach-retest,""survey,""observation," and "looking into the past." (EL)

Advocates the elimination of seven negative instructional practices among English teachers. (RD)

Claims tests in this country have become political weapons instead of tools designed to assess the value and progress of current curricula. Calls for teachers to take charge of the tools (tests) to use them for the benefit of their students. (NH)

Describes how portfolios (collections of students' work) can be used successfully in the writing classroom to evaluate student writing and encourage students to write more. Details how to adapt the portfolio method for grading, type of student (introductory or advanced), and type of writing. Discusses the benefits of using portfolios. (MM)

Sharing explicit grading criteria with students does much to facilitate both student and teacher growth. (JH)

Describes and illustrates a series of discussions and a charting form to help junior high school instructors teach their students self-directed discussion skills. (RL)