The author uses what she calls junk instruments in her classroom. Junk parts such as auto-brake drums are used as percussion instruments. Using such instruments has been an incentive and a motivation for the students. (AS)

Beginning 13 years ago with a senior English class making their own Christmas cards, a teacher describes how creative activities can improve the appearance and atmosphere of a classroom while also stimulating students to discover and discuss the past as well as the present. (LF)

Discusses assessment once the traditional final examination is discarded. The minimal rating system described is at the end of the spectrum of opinion which helps to balance administrative systems which are even more complicated, demanding, and probably even less rational than the traditional examination itself. (Editor/RB)

Based in part on a paper presented at Conference on College Composition and Communication (Miami, Florida, March 1969). (Author/RD)

An argument for more who see themselves as inviters" or provokers" of learning and who recognize how well equipped (children) are to function intellectually"; a paper presented at the annual convention of Canadian Council of Teachers of English (2nd, Fredericton, Alberta, August 1969). (SW)

Describes a five-step creative writing program designed to improve student language skills. (JL)

Discusses (1) what is popular music, (2) reasons for using popular music in social studies classes, (3) where resources on teaching popular music can be obtained, and (4) how a social studies teacher can introduce popular music resources in instruction. (CMV)

A monthly exchange of tips, projects, ideas and resources. (Editor)

Several models of learning contracts designed to match the process-rather than product-oriented learning patterns of gifted students are presented. (RW)

Presents three drawing/writing activities for primary grades: telling picture stories, attaching words to picture stories, and (for older primary students), interpreting writing through art. (SM)

Presents a study examining whether different types of counter-examples exist and the extent to which counter-examples generated by mathematics teachers and pre-service teachers for a hypothetical audience of students have an explanatory nature. Concludes that counter-examples generated by student teachers and teachers can be classified into three…