Provides a personal account of rediscovering the joys of teaching. Emphasizes the personal and emotional factors which attract and keep teachers in teaching. Considers the changes that occur for both teachers and students as they jointly explore great works of literature. (DMM)

Recounts the circumstances leading to the author's decision to retire from teaching--an example of "knowing when to quit." (MCG)

An Australian principal points out reasons for low morale and high stress among teachers. (MD)

The author judges merit pay an ineffective reward for teachers' hard work and success, citing two fundamental problems: first, the objectivity of the person determining merit is always suspect; second, contrary to its intention, merit pay "demotivates" teachers and causes morale problems. (MJL)

This paper reported new data bearing on the inter-individual or sociological ramifications of the Educational Forces Inventory. It discussed (a) the patterns of agreement among individuals who vary along important dimensions of social relationships and (b) the degree of correspondence between EFI force fields and the independent assessments of…

This article suggests the way to increase school efficiency is to emancipate teachers. (MM)

Author takes a hard look at certain facets of contemporary American society and challenges educators to throw their weight on the side of the eternal verities.'' (Editor)

Article consists of amusing anecdotes about the diversions and individual problems the teacher is confronted with when trying to teach. (MM)

Authors summarize the benefits to be derived from a comprehensive in-service program and include a recommended organizational chart. (Authors/SP)

Tongue-in-cheek article on skills not taught in the teacher-training courses. (SP)

Author feels that the profession does not respect college composition because it does not respect the people who teach it", and offers recommendations for upgrading the faculty teaching composition. (Author/SP)

The Power of Positive Students (POPS) program does more than make students feel better about themselves; they become better students, better athletes, and better citizens. (Author/JM)

Describes a successful class in Russian and Soviet literature. (JL)

To live more comfortably with emotionally disturbed students, teachers must learn to manage discomfort with their behavior. (Author)