Describes a movement in Japan that is taking English teaching from an out-of-context grammar and vocabulary emphasis to a conversational and contextual emphasis. Shows specific approaches that feature student-centered work as opposed to teacher-imposed exercises. (TB)

Describes a first-year teacher's experience teaching unruly seventh graders and how she has learned, to a degree, to smile and to be patient, and find consolation in those students who have written to her to express how much she has helped them through her teaching and counseling. (TB)

Suggests that teachers need time to reflect not only about how they are doing in the classroom day-to-day but also about why they are in the classroom at all. Discusses the author's reading experiences. Presents some of the author's own reflections on these questions. (TB)

Pays tribute to older women teachers who have survived and thrived over the years as elementary and secondary school teachers. Describes the qualities that have served them well, such as scheduling, attention to detail, commitment, and ability to cope with change. (TB)

Talks about how a teacher has changed her ideas over the course of her career and learned to grow with the times. Describes the process of professional growth and what is necessary for it to happen. (TB)

Examines the formal and informal (noninstitutionalized) leadership roles of teachers, new and veteran, in a successful high school English department. Provides sketches of teachers in the department and then discusses some leadership issues. (TB)

Describes a conversation among veteran women teachers exploring the people and experiences that have shaped their professional development and led them to become learners who continually reflect on and revise their practice. (TB)

A veteran teacher explains that she must leave teaching because she cannot justify her participation in a system that resists change. Suggests that the teaching of literature in English classes is no longer in the best interest of most of the student body. (TB)

Offers an "unabashed hymn of praise" to the National Endowment for the Humanities for its Summer Seminars for Secondary Teachers. Describes the pleasures, discoveries, and enriching conversations that have taken place at these seminars over the last 11 years. (TB)

Presents reflections of a veteran teacher about the relationship between veteran and new teachers; about the trends of change in educational approaches; and about the benefit of summer programs for teachers. Shares some opinions about educational issues, such as standardized testing and busing. (TB)

Suggests that veteran teachers should befriend new teachers, teaching and learning from them; move the classroom furniture around whenever possible; read what the students are reading; and beg, borrow, or steal new ideas from other teachers. (TB)

Recounts a teacher's experiences on a trip to Africa. Describes her pleasant moments with her fellow travelers; her appreciation of the natural setting; her visit to an impoverished native school; and her confrontation with a Maasai warrior. (TB)

Contains nine excerpts from articles submitted to "English Journal" by veteran teachers. Offers practical tips and stories. Gives advice and encouragement to veteran teachers. (TB)

Examines why some Asian American students withdraw from or rebel against academic expectations. Reports on an ethnographic study of an Asian American student that gives particular attention to his family background and peer relationships. (TB)

Examines approaches and structures that students and teachers may use to explore connections between poetry and jazz. Suggests specific techniques for intermingling the two. Looks at the relationship between the two in terms of "mood,""program," and "allusion." Provides examples of paired pieces and marked-up poetry texts. (TB)