Discusses why writers write, and cites caring about the response to writing as the key to development. Urges teachers to be sensitive to the social nature of writing and to the vulnerability of writers, and to demonstrate and encourage writing for fun, enjoyment, and power. (MM)

Examines the society of a sixth grade class, which relies on "unofficial literacy" to cope with the social hierarchy and conflicts of home, school, parents, teachers, and friends. Concludes that teachers must be aware of how formal reading and writing skills are transferred into the classroom culture. (MM)

Discusses a dialogue journal exchange in English with Zulu students in South Africa. Demonstrates that successful interaction and communication is based on shared interest and genuine concern for the relationship. (MM)

Asserts that by using the language of praise, which is well intentioned but manipulative and judgemental, teachers engineer the desired student behavior. Suggests that statements of encouragement can better recognize students' contributions and growth while refraining from judging the students themselves. (MM)

Describes various ways of using children's questions as windows on their understandings and approaches to reading and writing tasks. Suggests that children need to know that questions are not signs of failure. (MM)

Asserts that teaching English as a second language (ESL) to children involves setting up social conditions that promote purposeful use of English. Suggests that peer teaching is one way to create a successful language learning environment. (MM)

Proposes that the teacher-as-liminal-servant (stripped of usual status and authority) within a critical pedagogy is guided by compassion and commitment to teach as a social and moral agent in the service of social transformation. Asserts that educational rituals must create classroom conditions that spawn liminal dimensions of learning. (MM)

Claims that although a child-oriented classroom is organized by the teacher, the curriculum is enacted by everyone, and that dialogues in which teachers and children develop together provides the core of this enactment. (MM)

Reports on dialogue journals as effective writing tasks which bridge the gap between spoken conversation and the traditional tasks of essay and report writing. Suggests that the use of dialogue journals improve classroom management and discipline, while creating an individual tutorial relationship of both an academic and personal nature. (MM)

Describes two teacher educators' experiences while exchanging a journal of dialog on their teaching. Discusses the language functions and themes that emerged in the journals, as well as the journals' future directions. (HTH)

Describes a writing course developed at Rutgers University (New Jersey) for increasing enrollment of elementary school teachers. Participants spend the bulk of their time in each course writing, discussing the writing in small groups and the processes and problems of the writing. (HTH)

Describes the writing apprehension and difficulty encountered by a teacher participating in a writing institute. Includes a copy of her final essay and some reflections on what the experience and institute taught her. (HTH)

Describes observations of classrooms in which the teachers participated with the students in writing exercises. Discusses the three teacher/writer roles that emerged during the class--teacher/writer as model, teacher/writer as learner, and teacher/writer as human being--and the bond of understanding that developed as the teachers as students…

Describes observations of one student's writing process and the ease with which the student transformed prose into poetry. Discusses what the teacher learned from the observations about the sensitivity and energy of eighth-grade writing students. (HTH)

Notes that because teachers and researchers operate in different professional communities, teachers may have different views about the usefulness of research findings for the classroom. Argues that deliberation between teachers and researchers allows teachers control over the interpretation of findings and gives researchers new perspectives and…