Presents a rebuttal to P. Kearney and T. Plax's criticisms in this issue of this journal. Argues that careful analysis of the existing data shows that teachers do rely on "negative" or power assertive discipline in the classroom and that the heuristic processing account provides a sound explanation of the biased pattern observed in…

Incivility by teachers can turn into behavior that injures careers. Workplace "mobbing" or bullying begins when an individual becomes the target of disrespectful and harmful behavior. Recounts experiences of two teachers. Offers suggestions to school leaders to stop this incivility. (MLF)

Presents examples of enthusiastic teaching to illustrate how teachers could and should arouse Canadian students' interest in Canada through maintaining their own priorities and values to ensure fair, thoughtful presentation of Canadian culture and history. (Author/CB)

Reports on a study that suggests there is a strong relationship between personal preference and comfort levels and teachers' willingness to take their students to a particular natural setting. Implications for developing ways of encouraging teachers' use of natural setting are discussed. (LZ)

Observation of 20 English physical education teachers giving lessons showed that they frequently used behaviors associated with positive psychosocial development (positive reinforcement, encouragement, technical instruction) and infrequently used those associated with negative development (nonreinforcement, punishment, ignoring mistakes, keeping…

Suggests that one of the most compelling reasons teachers should write with students is that it motivates the students. Discusses how a ninth-grade English teacher shares with students her own successes and failures with writing, giving students insight and perspective into their own writing. (RS)

Presents sample undergraduate student responses to a question (given on the first day of a preservice English methods course) concerning memories of secondary school English teachers. (RS)

Describes one highly respected educational innovator's views on excellence in teaching, particularly regarding drama. (SR)

Asserts that the most powerful assessment occurs in the classroom. Argues that assessment instruments must be used in a social context and for a social purpose. States that it is unfortunate that the critical and reflective aspects of responsible assessment are the most vulnerable in a context of high profile accountability testing. (PRA)

Examines whether the use of basal reading programs results in the deskilling of teachers. Provides background information and states the deskilling argument. Scrutinizes the argument by posing four questions. Concludes that the simple cause/effect relationship suggested by the deskilling argument fails to credit teachers with the intelligence and…

Replicates an earlier study of student teacher and supervising teacher response about using literature in elementary classrooms. Finds considerable differences between student teacher and supervising teacher response and between primary and intermediate grade response. Suggests implications for pre- and inservice teacher education. (RS)

Effectiveness in teaching is frequently linked with the teacher's behavior and attitude. Effective principles and processes include ensuring that teaching is appropriate, establishing student goals, motivating students, using varied strategies, analyzing learning patterns, planning for feedback, and varying questions. (JOW)

Responses from 370 nonvocational and 373 vocational teachers demonstrate agreement that teacher leadership is important, but they seldom act as leaders. The importance placed on leadership predicted behavior. Other influential variables were school stability, current assignment, presence of teacher aides, number of other roles, and vocational or…

Examines Carl Jung's concept of the "persona" (his term for the masks people wear). Notes how teachers use personae and suggests ways to restore the energy that teachers lose when hiding inside their personae. (SR)

Describes the methods of three eccentric teachers of Shakespeare and claims that Wordsworth, as one of those teachers, can serve as go-between in most transactions with Shakespeare. (NH)