Teachers who are not well prepared for ELL students struggle to address their needs in the classroom: How can I teach the students if I don't speak their language? What do I do when the students don't understand? If myths and misconceptions about those learning a new language are accepted, the type and quality of instruction for ELL students can…

Standardized test instruments inherently and systematically impose limitations on experiential-cognitive relevance, especially in reinforcing the convenient separation of individual aptitudes from the total development and socialization of a child. (Author/IRT)

Explains how a high school English teacher came to realize the value of having brief quizzes at the beginning of each class session. (IRT)

Discusses ways in which the film "The China Syndrome" can be used as a tool for ethical instruction. Points out ethical issues arising within the film and similar issues arising outside the film. (IRT)

Presents evaluation guidelines for educational software for educators with limited knowledge of computers. (MD)

Proposes six principles to follow when teaching students to think. Aimed at teaching thinking as an indivisible process rather than as a set of discrete skills, the principles involve active learning, the articulation of thinking, intuitive understanding, structuring courses developmentally, motivating learning, and establishing a positive…

Many young people consider watching television as repetitive and unchallenging as going to school. Putting children both behind and in front of the TV camera can tap creative energies and spark the desire to learn. Suggestions for school-based video production programs are offered. (PGD)

The "intensive" approach to teaching composition emphasizes having students write brief pieces under time pressure. The author argues that writing several short, intensive papers until they are perfect brings students closer to mastery of effective composition than writing more numerous rambling "themes" does. (IRT)

Outlines several activities for meshing writing with adapted physical education. Reports that English teachers are enthusiastic about the program and that interdepartmental cooperation greatly increases the program's potential for improving students' writing skills. (Author/IRT)

Offers 12 steps for increasing students' self-directedness and "time on task" in the classroom and displays the positive results of a recent study in an unspecified California high school that examined the effects of individualized inclass "calendars" designed to meet the needs of various types of students. (JBM)

Observation of classroom coping behaviors of 1,066 K-12 students and of several hundred effective public school teachers provides discipline strategies for classroom management. Teachers apply one of seven treatment schedules after identifying a student's coping behavior. Tables show eight coping styles and abbreviated treatment schedules. (PB)

Offers 10 principles of classroom discipline that can serve as general guidelines for teachers. These are: focusing, direct instruction, monitoring, modeling, cuing, environmental control, low-profile intervention, assertive discipline, I-message, and positive reinforcement. (IW)

Reviews research on classroom management, focusing on behavior modification, group management, teacher effects, management training, and planning. Five types of management skills and six principles for effective classroom organization identified by researchers are suggested for application by teachers. (PGD)

Presents a set of principles to serve as guides for motivating students: inviting success, cooperative learning, high expectations, set induction, and interaction. Includes a scorecard for rating motivational skills. (MD)

Presents a teaching style that makes students responsible for their learning experience, puts teachers in the role of helper, and alleviates power struggles in the classroom. (MD)