Maintains that teachers can help students achieve personal power (autonomy) through emphasis on real tasks that involve thinking. Illustrates how this may be incorporated into classroom practice through two teaching strategies: incorporating higher-order thinking tasks--comparing--into the school day; and inviting children to offer their ideas.…

Recommends to teachers practical and theoretical strategies, based on everyday classroom interactions, for dealing with the troubled child and for treating children as individuals. Suggests a closer professional relationship between teachers and supervisors, administrators, and academicians for appreciating teachers' roles and managing stress and…

Discusses the importance of error as a mode of learning in the classroom. Argues that when children are not afraid of making errors, they are more likely than otherwise to take cognitive risks and raise provocative questions. (RJC)

Describes a teacher education course which focused on study of critical incidents to analyze teachers' decision-making practices. A film which portrayed a teacher in decision-making crisis was viewed and later discussed in small groups. Teachers were asked to relate the film to personal experiences and to keep a journal during the course to…

Discusses Louis E. Raths' educational theories and their implications for classroom teaching. Maintains that theories of children's empowerment have existed in Rath's work for 50 years. (BB)

Maintains that discussions can become powerful forums of examination when teachers (1) know what it is they are teaching for; (2) know what ideas they hope students will understand; (3) thoughtfully apply principles of good questioning; and (4) are open to the self-scrutiny they need to improve their questioning skills. (BB)