Claims that the insights of reader response theory can be brought into the teaching of poetry in college literature courses. Outlines methods for utilizing reader response techniques to help students enjoy and understand poetry. (HB)

Describes teaching methods and techniques found to be useful by practicing teachers, including midsemester written evaluations of teachers by students; telephone conversations and poetry; reading journals and assigned reading materials; grammar handbooks aimed at students, not teachers; and student conferences with their writing teachers. (HB)

Gives advice for the beginning teacher by narrating the experiences of one teacher's childhood and explaining how these experiences shaped the teacher's professional outlook. Concentrates on one of the teacher's memories of his childhood experiences with his grandmother. (HB)

Describes how one English teacher, in conjunction with an art teacher, linked writing poetry with student art. Recounts the pairing of student artists with student poets. Explains the benefits of such a learning arrangement, in which an artist tries to capture graphically the meaning of a poem. (HB)

Describes a teacher's unsuccessful attempt to introduce the poetry of Tu Fu, a wayward bureaucrat of the T'ang dynasty, to a class of part-time students. Uses his students' resistance to this poetry as an occasion to discuss the importance of personal responses to poetry, as opposed to "correct" academic responses. (TB)

Discusses how adults in the Brooklyn Public Library Adult Literacy Program use writing (particularly poetry) to deepen their knowledge of spatial reasoning, fractions, and percentages. (RS)

High school students are not immediately attracted to poetry because they have never had to listen so carefully, especially to controlled and polished poems. In its report on "Freedom and Discipline in English," the College Board's Commission on English minimizes the value of the poem as art. (MSE)

Presents reviews of 22 poetry anthologies, collections of poems by 1 poet, and books that contain a single illustrated poem. Urges students and teachers to bring poetry alive by reading it aloud. (RS)

Describes events in the author's journey toward living her life as a poet. Includes reminiscences of her childhood, and interactions with other teachers, friends, relatives. Includes samples of poetry written by children. (RS)

Discusses a form of poetry written for two voices--two side-by-side columns, each read by a different voice. Mentions precedents of this form in art, music, and poetry. Presents examples of fourth grade, high school, and university students' poems written in this form. (RS)

Describes an elective class on computers in which two pairs of troublesome eighth grade boys in congenial, collegial, collaborative interactions with each other and their teacher, created HyperCard stacks (in lieu of traditional essays) in response to poems of their own choosing. (SR)

Reviews picture books on the family-of-many-cultures theme, which can be used in primary and intermediate grades. Reviews books about the explorations of Christopher Columbus (appropriate for intermediate- and upper-level students) and books of poetry. (PRA)

Reports on a special project that used poetry to enhance self-understanding with learning-disabled students (ages 6-12). Notes that the project was designed to use poetry to provide exposure achievement imagery and practice in expressing self-determination. Finds that the reading, discussing, and writing of poetry was consistent with the…

Examines the effects of a year-long program for using poetry daily in a second-grade classroom. Finds minor evidence of growth in students' concepts and attitudes about poetry (based on an objective survey instrument) but positive and lasting effects on children's attitudes (based on classroom observation of behavior). (RS)

Describes how one teacher taught poetry and its principles by relying mainly on poems written by her former and current students. Comments on why this approach seemed to bring out in students a true appreciation of poetry. (HB)