This essay identifies several things teachers can learn from students or from the sheer act of teaching: about their own personalities; about ways to improve their teaching; and about subject matter, through simplifying and organizing it for presentation, through student questions, and through the natural flow of ideas. (Author/SJL)

This article discusses epilepsy, its treatment, and its effects for teachers who have epileptic students in their classes. Epileptic students must be made to feel that they can participate in all facets of school life. (CJ)

Contrary to conclusions made from previous research findings, teachers can accurately report their own behaviors under certain conditions. Continued research into conditions that influence accuracy in teacher self-reports is needed. (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)

The functioning of a new instrument for measuring behaviors in physical education classes is explained. (JD)

Presents a computer program developed at the University of Cincinnati to transpose and compute sets of raw data from the Flanders' Interaction Analysis, used in investigating classroom teaching behavior. The program is included and its use with student teachers is discussed. (RAO)

A survey of principals and teachers in one school district's elementary school indicated strong agreement between the two groups concerning what constitutes desirable and undesirable teaching behaviors and the practicability of using such behaviors in determining teacher evaluation criteria. (SB)

The relationship between player's perceptions of ideal and actual leadership behavior, team performance outcome, skill level, and educational level is examined. (JD)

Outlines three types of diagnosis (formal, informal, and inferential) and three areas of diagnosis (difficulty of content, learning style, and use of principles of learning). Discusses considerations and sources of data for each of the three areas. (SS)

Contends that the teacher, the single most important variable in learning to read, should use introspection to determine how to improve reading instruction. (DD)

College students taught a lesson on number theory in a "clear" manner learned more than those taught in an "unclear" or imprecise manner by the same teacher. (Ed.)

The author probes the essence of teaching. (MM)

The interaction between one teacher and two severely subnormal children was observed. The teacher was sensitive to differences between the children and varied certain aspects of her teaching. However, these variations appeared to be a function of relatively static models of the children, not modified to particular tasks. (Author/SJL)

Increased research and scholarship into the teaching and learning of physical education is examined along with some recent trends in teacher education programs. The focus of current research is highlighted, and a number of specific suggestions are made for future research efforts. (JMF)