After defining Existentialism, the author tells how the teachers and students adopting this philosophy can respond to the teaching of literature. (MF)

The traditional concept of student teaching, as the culminating experience to prepare teacher candidates for the realities of the urban school, is no longer adequate. A program that provides teacher candidates with opportunities to recognize and cope with the realities of urban teaching is described. (CK)

Poses questions that are relevant to the division of labor in a team-teaching situation and offers suggestions for making team teaching a success. (FL)

Suggests using the professional personalities of film and television "stars" as models for emulation by beginning teachers. (RK)

The author suggests that teachers can learn much about teaching styles by watching television. She looks at the quiz show host, the talk show host, and the superstar; drawing from their performance techniques methods that teachers can apply in, respectively, recitation exercises, class discussions, and generating classroom enthusiasm. (SJL)

Describes how teachers can bring enthusiasm, excitement, and energy to their teaching through skills from oratory and theater, involving the practice and use of visuals, vocals, and verbals. Notes ways to learn how to do so. (SR)

A concerted effort on the part of the teacher, the student, and the parent is essential for successful learning to take place. A discussion of how students should be guided in the learning environment was presented. (RK)

Reports on the development of a form for evaluating student teachers that is designed to encourage them to develop their own teaching styles. Contains a copy of the form. (FL)

As with previous educational fads, each promoted as the answer to all educational ills, brain-theory principles have been used by effective teachers long before the "discovery" of "brain-compatible" teaching methods. (Author/SJL)

Recommends that teachers be more empathetic with their students, treating them as they would wish to be treated themselves. Compares classroom teaching with teacher education classes. (NKA)

Argues that students and teachers should be matched according to similar learning and teaching styles in order to facilitate students' learning. (SRT)

This paper attempted to provide evidence that the new and beginning teacher of today not only need not, but should not emulate any one person; rather, he will be a well-prepared individual "teaching personality" capable of challenging any fault-finding critic. (Author/RK)

Emphasizes telling stories and relating personal experiences as effective teaching strategies. Declares that story telling captures students' interest, involves them mentally and emotionally, keeps their attention, and makes a significant point that will be remembered. (MM)