Discusses the use of manipulative teaching practices and contends that manipulation is to be condemned in teaching except in unusual circumstances. The author clarifies the notion of manipulation and distinguishes its forms from other teaching methods. (Author/KC)

This article describes sources of threats to a teacher's face along with common teacher facesaving techniques, and it suggests constructive responses to teacher facesaving. The term "face," as used here, refers to the images we project of ourselves that we want others to accept. (Author)

A time sampling method was compared with estimates of 30 resource room teachers on their time use. Teachers were found to spend less time than they estimated for direct instruction, staffing participation, and individualized educational program involvement. (Author)

Advice to first-year school publications advisers, with tips on preschool preparation, equipment needs, bookkeeping, and people to know (especially the janitor). (RL)

Augments seven rules for teaching composition with suggestions for class activities. (RL)

This study of Texas teachers indicates that teacher attitudes toward acts of teacher brinkmanship are related to the teachers' job satisfaction and that this satisfaction is derived primarily from the principal. (Author/IRT)

Contends that improvement in teaching must be a continuous process and suggests a cycle of review, identify, analyze, and revise to stimulate greater self-confidence and success in teachers. (Author/JM)

Describes and gives examples of the Assertive Discipline Program. Also includes guidelines for an effective discipline plan. (IRT)

The study culminated in a detailed and precise proposal of promotion and salary structures and other incentives that should induce teachers to undertake further education. The proposal offers teachers the option of remaining in the classroom to obtain formal recognition, status, and economic reward. (Author/IRT)

Elementary school teachers trained in a class management program changed behaviors and improved student performance in both handicapped and nonhandicapped pupils in mainstreamed classrooms. (JD)

The results of this study indicate that analysis of teachers' verbal behavior according to specific purposes reveals differences that are masked when the purpose is disregarded. (JD)

The thrust here is a plea to both teacher educators and practicing educators in the field to clarify their conceptions of what is involved in classroom activity and to accept responsibilities for assisting prospective and active teachers through the kinds of contributions they can make most effectively. (Author/RK)

"Why are so many teachers changed from reasonable, gentle human beings in the staffroom to raving monsters or neurotic zombies in the classroom?" Author explains. (Editor/RK)

Believes that classroom observation is, and will continue to be, the cornerstone of teacher evaluation. Offers nine suggestions intended to help administrators ensure that their observations are fair and representative. (Editor/RK)

Argues that the problems of urban education can be solved by improving the quality of teaching, and presents a list of teacher behaviors and attitudes that are indicative of good teaching. (JG)