This article examines the need for and feasibility of including children's feelings as school work, sets forth some expectations that arise from such work, and describes ongoing work with children at a public elementary school and the problems encountered. (Author)

The author discusses a program aimed at preventing mental illness in children. This program, Developing Understanding of Self and Others (DUSO), emphasizes learning through active participation on the part of the child, parent, and teacher. (RP)

A guidance counselor inquires into the kinds of classroom-generated personal stress which prevents teachers from teaching effectively. (Editor)

Second-grade teachers ranked their students according to the extent to which they exhibited problem behavior in the classroom. Boys who were behavior problems were found to interact with their teachers significantly more than boys who were not behavior problems and more than girls regardless of their classroom behavior. (Author)

An open classroom'' with an integrated day and inter-age grouping is not enough in and of itself...to assure continuity for each child....The role of the teacher is still crucial. (Authors)

This discussion of a method for improvement of interpersonal classroom relationships provides a vehicle by which a peer group and a teacher can work together toward solution of common concerns. (JC)

A teacher describes the changes in her life and teaching due to her involvement with confluent education" and gestalt learning theories. (SP)

Article describes a method by which teacher and students experienced a situation for writing that was essentially social, as opposed to individual." (Author/SP)

Findings suggest necessity for teachers to recognize atmosphere created by their reinforcing behavior, and that this atmosphere relates to student school anxiety level. Suggests initiation of inservice programs to modify teacher reinforcement behavior. (Author)

To prepare twentieth century students for life in the twenty-first, teachers must teach more of what their disciplines ARE and less of what they are about, since advances in knowledge are promoting such rapid change in information that much of what is taught is in danger of being anachronistic.

Offers 12 disciplinary procedures, progressing from gentle to severe. Discusses the importance of starting with the gentle procedures before moving on to the more harsh ones. (FL)

Argues that reading teachers need to be aware of the art of hypothesizing ("guessing") and foster its development in their students. Offers guidelines to facilitate guessing. (FL)