An outline of eight types of questions that teachers can use to maintain focus on their subject matter in values/moral education. (Author/MLF)

A guide for administrators and teachers who want to identify life-role competencies and classroom instruction to match the competencies. (Author)

A high school mathematics curriculum that teaches personal responsibility and decision-making skills as well as mathematics. (Author/MLF)

Takes a systems approach to designing classroom instruction, providing models for program and course syllabuses, as well as for instructional units. Included are checklists for designing the three levels of instruction: the program, the course, and the instructional unit. (JW)

Offers a form for determining the scope and sequence of skills in implementing a study skills curriculum. (JW)

Teaching thinking skills is an important part of preparing students for tomorrow's technological world. Provides a model for teaching thinking skills. (MD)

Student-made learning centers get students totally involved in the learning process. By creating and using such centers, students are gaining cognitive and affective skills, as well as a knowledge of research methods. Tables show Bloom's taxonomy of learning, steps for creating a learning center, and a center evaluation form. (DCS)

Provides a model for developing a course in student leadership at the secondary level. Includes a sample outline for a Basic Leadership Course and a sample outline for an Advanced Leadership Course. (MD)

Principals should urge teachers to teach students the five basic principles of test taking. This can improve student scores on standardized tests. (MD)

Basic tips on techniques especially helpful to new teachers are listed. (MJL)

Procedures are outlined for teaching writing as a step-by-step process. (MJL)

Teachers can increase students' learning time by following specific instructional methods that maintain interest and develop the experience of success. Selection of realistic learning goals is essential. (CJH)

Options are available to teachers for classroom intervention under a model of five authority levels. By selecting the least assertive coping skill necessary for each situation, the teacher can bring the disruptive student back into the mainstream of learning. (6 references) (CJH)

Teachers can successfully build the underachiever's self-concept and motivation by following an organized instructional procedure currently in use. (CJH)

Using an Oklahoma intermediate school program as an example, this article advises a laboratory approach to teaching computer literacy. Suggests nine-week minicourses linking computer and curriculum basics and wider student access to computers. (MLH)