Discusses current definitions of burnout and need for a common definition. Reviews factors responsible for burnout. Presents several solutions. Concludes that much research was based on untested assumptions. Indicates need for objective measurement of teachers' identification with the concept of burnout and dysfunctional personal and professional…

The LEAST approach to discipline involves a range of different strategies where the teacher uses the least amount of guidance and control necessary. The teacher can discipline by leaving things alone, ending action indirectly, attending more fully, spelling out directions, and tracking student progress. (DF)

Recognition of the numerous factors that produce and affect the levels of stress existing within the teaching profession serve to reveal the complexities that exist in reducing this stress. In addition, accurate identification of the sources of teacher stress is necessary in order to determine how it can be reduced. The purpose of this case study…

Article describes the author's teaching experience at a free school in Aspen, Colorado, and her questions and reservations" about the American system. (SP)

The community writers' workshop and theater provide nonacademic settings in which students can learn. (DB)

Reports findings of the magazine's survey of teachers' and administrators' attitudes toward their roles, toward children, and toward teaching and learning materials. (SW)

To avoid the problems associated with treating elementary school art as an endeavor without standards, the Department of Defense Dependent Schools adopted an art and visual literacy program called "Another Look." Elementary teachers were introduced to the program through workshops. Workshops' content and teacher reactions are discussed.…

Timeout from positive reinforcement is frequently used by special educators for dealing with undesired student behavior. Six types, or levels, of response contingent timeout found in the literature are as follows: planned ignoring, reduction of response maintenance stimuli, planned ignoring plus restraint, contingent observation, exclusion, and…

Teachers often ask questions to stimulate students' thinking, open up dialog, draw out responses, and keep a discussion flowing. However, questioning techniques can encourage student passivity and dependency. Alternatives to questioning are described. (CJ)

In relationship to findings of infant and junior school research projects, this article discusses six aspects of student/teacher interaction in the context of hearing children read. Topics discussed are time spent on the interaction, attention switching, classroom organization, the use of questions, the importance of meaning, and teacher help with…

Observation of one sixth-grade teacher's classroom decision making, using videotaping and interviews, revealed that decision making occurred frequently during each lesson, comprised mostly instructional and managerial decisions, and was based more on teacher assessments of students' states of mind than on teacher knowledge. (RW)

Some teachers consider the purpose of oral reading to be accurate word identification rather than identification of meaning. These teachers do not view the oral reading portion of the lesson as an opportunity to guide children in application of meaning identification strategies. (Authors/CJ)

Shows that teachers' written responses to student writing are usually concerned with form and that two kinds of responses are most often used: (1) evaluation--usually of a general nature (a grade or "well written") and (2) instruction--usually focusing on specific language structures by correcting mechanical errors. (HOD)