From the negative remarks heard in many teachers' lounges, one might conclude that all teachers hate students, parents, and administrators. But these are usually only surface messages, the real purpose of such conversation being to let teachers entertain each other, blow off steam, think through difficulties, or ask for help. (SJL)

There are unlimited resources of information for marketing and advertising teachers. Sample resources include newspapers (which relate statistics concerning the price of advertising on top TV shows), trade magazines, and ads for TV or print. All can be clipped and brought in for class discussion. (CT)

Recommends an approach to the study of literature based on the experiential context, the direct encounter with the literary work. (DD)

Biographies can be used for the enrichment of secondary education social studies classes. Two strategies are presented for helping students to understand the nature, appeal, limitations, and applications of biographies in the social studies. (CJ)

Guidelines are presented for conducting an organized and productive class discussion. (SJL)

Indicates that speaking skills (especially dialogue) are not adequately taught in management education. Describes effective dialogue as: defining the problem, gathering facts, interpreting the evidence, considering alternatives, and reaching decisions. Discusses various aspects of agreement and disagreement. (TJ)

An extension of inoculation theory, controverted belief, was investigated by manipulating previous attack as part of a group discussion situation in which actual defense of an issue was considered essential for having an inoculating effect. The experimental groups were equally immunized against verbal attacks. (Author)

The study evaluated the use of a group approach with 31 clients (average age 33 years) of the Maine vocational rehabilitation agency who were experiencing difficulty with the state rehabilitation process or in their personal adjustment. (PHR)

An ex-teacher discusses her inability to handle sex-related issues in her eighth-grade classroom and explains her method of dealing with the situation by ignoring it. (MB)

Discusses the advantages of using the inquiry method of leading group discussions in composition classes. (RB)

Discusses TRDEV-L, a listserv comprised of subscribers who discuss a variety of issues related to training. Points out advantages and drawbacks to joining the group. Identifies key Internet resources for trainers. (JOW)

Addresses the problems associated with deliberation: (1) hyperindividualism; (2) limited public dialog; and (3) increased hegemony of science and technology. Describes the naturalistic evaluation model used in rural Kentucky to critique the application of the National Issues Forum methodology. (JOW)

Proposes intentionally designed, permanent spaces on campuses for identifying, studying, deliberating, and planning action regarding pressing issues with ethical or social implications. Describes ways conversations can be structured on campus to practice and teach the skills of democratic dialogue. (SLD)

Discusses the author's experience as a playwright and teacher of public readings of early drafts of new plays. Explains the Five Step Model for these readings as follows: prepare the playwright before the reading; prepare the audience with a precurtain speech; after the reading, establish discussion ground rules; remember these guidelines during…

Describes a drama course, which included 20 play readings and discussions as well as descriptive commentary focusing on the play's inherent strengths and the laws which govern the world of the play. Explains how, when reading a certain student play, many of those present grew impatient with the play's alleged inaccessibility. Contends that…