Gives advice for the beginning teacher by narrating the experiences of one teacher's childhood and explaining how these experiences shaped the teacher's professional outlook. Concentrates on the qualities of thought and habit that teachers should bring to the teaching profession. (HB)

Gives advice for the beginning teacher. Concentrates on the qualities of thought and habit, especially hope, that one should bring to the teaching profession. Notes that schools can be horrible places where people, both teachers and students, behave horribly. (HB)

Gives a narrative memoir of one English teacher's positive experiences spending part of summer vacation in a multicultural island community. (HB)

Describes several methods by which practicing English teachers enhance the instruction of literary terms in the classroom. Focuses on the actual methods used in an English class, including "theme seeds" and the fostering of metaphoric thinking. (HB)

Gives an overview of English educational practices in Russia. Focuses on the changes in the assessment of student achievement in English, with particular attention to high school English in Russia. (HB)

Gives advice for first-year English teachers. Recounts the difficult circumstances under which one teacher was placed in the classroom unawares. Emphasizes the importance of mentors and mentoring activities. (HB)

Defines the concept of "audience" as a theoretical concept for writing instructors and readers. Discusses its relationship to the teaching of English. (HB)

Considers the experiences of two beginning English teachers and how they made the transition from college students to practicing professionals. Gives detailed case studies of the process of becoming a professional educator. Provides recommendations for mentoring beginning teachers. (HB)

Details the experiences of a beginning English teacher and her mentor. Describes how the first-year teacher made the transition from college student to practicing professional. (HB)

Discusses the ways that seemingly minor events and incidents can provide the encouragement needed by beginning English teachers to make it through the ordeal of the first year of teaching. (HB)

Examines the issue of responsibility regarding the proper development of teaching skills among new members of the English teaching profession. Argues that cooperating teachers and mentors are essential in the formation of beginning teachers. (HB)

Describes methods and strategies for building the relationships between beginning English teachers and those who serve as their mentors. Offers practical advice for cooperating and student teachers. (HB)

Describes the findings of an extensive survey of secondary teachers regarding how first-year English teachers might be better prepared. Analyzes the opinions of practicing professionals regarding the best ways of preparing beginning English teachers for their new profession. (HB)

Describes a project undertaken by a university teacher educator and a veteran high school teacher in which these two professionals exchanged jobs for an academic year. Provides excerpts from extensive field notes by both participants as well as analysis of what they both learned through the experience. (HB)

Sketches what the ideal first-year teacher might look like. Gives a tongue-in-cheek view of a "super" beginning English teacher's experiences and skills. (HB)