Discusses how a student teacher tried to teach with real books, especially those written by and for Native Americans. Notes that the cooperating teacher's idea of literature study was to teach particular reading skills and to use worksheets and comprehension questions. Appends a 17-item annotated bibliography of recommended books about Native…

Discusses six ways in which writing workshop and specific practices like author's chair can actually make learning to write more difficult if they are implemented in inappropriate ways. Presents a case study. Advocates focusing more on what the child is trying to do and less on what the teacher is trying to teach. (SR)

Considers how to deal with an ethical dilemma concerning a caregiver's dislike for a child. Recognizes that no statement in NAEYC's Code of Ethical Conduct requires that a professional must like each child, and presents some ideals and principles from the code that may guide professionals through similar situations. (BAC)

Explores, in the context of a debate about velocity from the author's high school physics class, how a perspective of students as having epistemological beliefs might influence a teacher's perceptions of students and intentions for instruction. (LZ)

Identifies four roles explaining how able-bodied instructors communicate with physically disabled students: the avoider, the guardian, the rejector, and the nurturer. Describes and illustrates each role with events that happened in classrooms. Concludes that able-bodied instructors communicate differently with students with physical disabilities…

Argues that playing the role of a "boss" instead of an "instructor" and using workplace conventions rather than academic policies to govern a class can lead students to write, speak, and behave more professionally. Describes how one teacher applied the boss approach in an introductory business communication course. Provides assignment topics,…

Documents and examines the changes in five teachers' classrooms during a transition from basal reading programs to literature-based reading instruction. Reports problems with such a transition as well as benefits observed throughout the study. (HB)

Finds that the amount of teacher talk in individual writing conferences becomes a problem only when the student is not allowed to be in control (in terms of ownership of the agenda). Suggests that teachers use their expertise and what students have to say to create appropriate pedagogies. (RS)

Narrates two classroom experiences to demonstrate how the emotions that seem most out of place in the classroom can provide the basis for a radical pedagogy. (SR)

Presents notes on teaching writing. Discusses principles, dialects, and praxis. (SR)

Working from a collection of videotape records of high school classrooms, sequences of reproach are examined as interactional organizations of authority and practical action. The report details the endogenous relevance of sequential position for the organization of reproach, and the exercise of teachers' authority. (61 references) (Author/LB)

Discusses what a second grade teacher learned as she began moving from an existing basal-oriented reading program to one based on literature. Describes the teacher's efforts to introduce gradually literature-based instruction in to her reading program. (RS)

Describes observations of 35 excellent teachers at all levels and a wide range of subjects. Discusses what common traits these uncommon teachers share. (SR)

Analyzes talk to discover what teacher verbal behaviors are associated with critical thinking and problem-solving behavior in children. Finds that teacher questioning and structuring in role enhanced the amount of children's evaluative and divergent thinking most. Offers an analytical comparison of two lessons to demonstrate teaching strategies.…

Describes one teacher's habit of bending the rules with relation to issues of English curriculum and testing. Describes teaching as being often a subversive activity. (HB)