Recounts the effective use of unusual teaching methods for poetry: (1) allowing students to read and write about Wordsworth outside on a warm spring day, and (2) asking students to keep a journal while reading the poetry of Hughes. Suggests that these approaches allow students to "bring their own experiences" to the poetry text. (NH)

Focuses on the positive impact of the professional development model that has evolved from the initial set of principles and practices James Gray laid out for the Bay Area Writing Project at the University of California in Berkeley in l974. (NH)

Notes that the issue of leadership and management has become a hot topic for school principals and administrators with books, magazines, and articles urging participatory corporate management techniques. Suggests newer management styles developed in the private sector offer some valuable approaches. (NH)

Recounts the experiences of teachers involved in a series of seminars on literature for teachers, noting that as they rediscovered the relationship among pressure, motivation, evaluation, reward, and "real learning" they became better students and consequently, better teachers. (NH)

Describes a successful peer support group developed in a high school English department. After identifying teacher needs as educators, peers draw on each other's experiences instead of using outside experts. Claims the program is successful because teachers become actively involved in learning as they share with each other. (NH)

Protests the lack of professional respect and lack of professionalism associated with the teaching of English, blaming in part teachers' lack of control of their teaching lives. Presents ten rights and responsibilities basic to the profession. (NH)

Recounts a teacher's experience during his sabbatical leave of visiting the country about which Jack London wrote in "Call of the Wild" and other books. The journey which was initiated to learn more about the author and gather interesting teaching materials for teaching Literature. (NH)

Presents personal opinions of high school teachers that reflect the linguistic diversity, literary treasures, and regional uniqueness of North America. (NH)

Offers a list of practical hints about how to survive and prosper as writing teachers offered to young women and men who hope to teach writing in middle and secondary schools, two-year colleges, and colleges and universities. (NH)

Two high school teachers consider the use of and misuse of the term "sexism," the efficacy of using such a term and its connotations, and the need to fight social inequities with both words and actions. (RL)

Proposes that English teachers hone their skills and devote time and effort to building public relations. Considers ways of telling the English teacher's story regionally, through letter writing campaigns, public service announcements, and public affairs programing. (RL)

Demonstrates why English teachers need to be fully aware of the utilitarian context and the useful content of the language course--so that they can teach accordingly, improve language usage and communication, and improve their public image. (RL)

Lists comments from nine people who reacted to the term "English teacher." Indicates that the public does not want to hear jargon, excuses, and theories about educational problems, but wants instead a renewed commitment to teaching specific communication skills. (RL)

Offers five tips to the English teacher for improving public relations: (1) understand the community, (2) be informed, (3) educate administrators, (4) involve the public, and (5) use plain English. (RL)

Interviews with 25 people whose jobs require varying amounts of writing (and writing skill) provide at least beginning support for much of the research in composing, especially about the importance of purpose, audience, and the reliability of writing process models. (RL)