Finding few resources on how to teach a yearbook class, high school teacher Christina M. Vettraino set out to create her own. She offers a detailed, classroom-tested approach to producing an award-winning yearbook. Students on the staff and in the yearbook class learn the purpose and the concept of a unifying theme, graphic design, writing, and…

Presents a creative writing teacher's reminiscence on one of the last days of school as students gather in a stadium to socialize and write a few words in their yearbooks which they have just received. Discusses particular students, their pain, their fearlessness, and the hazards and disappointments that are an inevitable part of life. (TB)

Describes two projects to involve vocational-technical students in English instruction. Suggests ways to use graduation and yearbooks in end-of-the-year English activities. (JT)

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)

In this article, several teachers share their ideas on what they enjoy about coaching, directing, or advising. One of them, Mary Ann Yedinak, teaches middle school language arts, has a family, and has several partially written books still stored on her computer. However, she still wants to add an extracurricular activity such as Drama Club to her…

Recounts a humorous personal experience while producing the yearbook in a small Illinois high school in the late fifties. (EL)

Describes opportunities and activities for a short unit on the yearbook inscription, one that contains information on cliches, anecdotes, persona, character development, and familiarizing students with various reference books. (RL)

Offers advice, in the form of a letter, to an aspiring teacher about the benefits of being a yearbook advisor. Reviews some of the basic skills needed to be an advisor, such as writing, photography and design skills, computer skills, budgetary and advertising skills, and public relations skills. (TB)

Describes several high school television communications projects. Asserts that video production helps develop students' basic reading and writing skills as well as higher thinking skills. (MM)