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If teacher educators are to be effective, they must be sure that their own professional house is in order. To that end, effective teacher educators must be absolutely clear about their professional mission. In addition, they must also have the appropriate background and training to be effective in their mission. Further, they must bridge the chasm between theory and practice as they prepare teacher candidates by keeping current in K–12 contemporary classroom practice. Finally, they must model what it means to be an accomplished classroom teacher for their pre-service teachers including the professional option of earning National Board certification. Only when teacher educators meet these four demanding criteria can we feel with reasonable certainty that they are living up to their job.

Great teachers understand the fundamental difference between motivation and inspiration: motivation is self-focused and inspiration is other focused. Exceptional teachers guide students to greatness by inspiring them to discover where their talents and passions intersect. For today's besieged classroom teacher, the desire to motivate students often springs from a place of self-concern: "I want to change your behavior with a reward or incentive so that, if you meet the targets or goals I set for you, this will help me meet my own needs and goals." Students are highly motivated to perform when they first come to school. The question is not "how can students be motivated?" but rather, "how can educators be deterred from diminishing—even destroying—student motivation and morale through their policies and practices?"

(1997). Writing in the Mathematics Classroom: Teacher Beliefs and Practices. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 71, No. 1, pp. 14-20.

This comment reflects the reaction of a student who participated in a cooperative learning project in seventh-grade literature groups. The project represented a systematic implementation of cooperative learning planned jointly by the classroom teacher and a teacher education professor from a nearby university. The attempt provided successes and observable benefits as well as lessons learned. This article will describe this initial foray into cooperative learning.

Much attention in the professional literature is paid to the educational approach known as full inclusion (previously referred to as the regular education initiative [REI]). Full inclusion means that students with mild disabilities-learning disabilities, behavior disorders, or mild mental retardation-are placed full time in regular classes. In this arrangement, the regular, or "general education," classroom teacher rather than the special education teacher has primary responsibility for educating students with disabilities. General education teachers are supposed to receive training, special materials, and support services regarding the education of those students. And whereas formerly, according to the "consulting teacher model," the special education teacher was considered the expert who helped the regular teacher, the current approach emphasizes collaboration, with both special and regular educators acting on an equal basis. Although relatively few general educators have advocated full inclusion, many special educators have written in support of that approach (Gartner and Lipsky 1989; Lilly 1986; Reynolds, Wang, and Walberg 1987; Stainback and Stainback 1984; Wang, Reynolds, and Walberg 1986). Additionally, there has been considerable funding of model programs to demonstrate the effectiveness of full inclusion, or the REI (Kauffman et al. 1990). It is also significant that a former assistant secretary of education for the Office of Special Education and Rehabilitation Services, Madeleine Will, was a vocal proponent of the REI (Will 1986). Considerable opposition to full inclusion does exist, however. Hallahan et al. (1988), for example, questioned the research base for full-service delivery in regular classrooms. They concluded that "many questions remain

continued assessment of pupil achievement. Ultimately, all of our instructional efforts and all of the student's learning activities are reduced to a single grade. This final grade reflects the teacher's accomplishments, as well as those of the student. Clearly, then, the measurement and evaluation of our pupils is a responsibility we must assume with competence and objectivity. Too many of us simply do not possess all the skills we should. The purpose of this article is to suggest some practical testing skills needed by the classroom teacher.

M otivation. Getting students to move: move toSward instructional goals, move into academic learning, move forward in the acquisition of skills and values. What teacher has not wanted to know the secrets of effective motivation? In this article I have outlined ten commandments of motivation-principles drawn from the experience of effective teachers, the theories of psychologists and educators, and the current research on effective teaching. For each commandment, I have suggested a few practical applications for the classroom teacher. Practice these principles faithfully and watch your students show more interest, involvement, participation, and achievement.

(1943). A classroom teacher looks at Unit Teaching. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 17, No. 7, pp. 416-419.

known of these are inductive, discovery, and jurisprudential teaching, along with the mystical attempt to teach the structure of the social studies and history. To implement these different methods many new materials have been published for the classroom. Among these are fictional case studies, collected primary source readings, and biographical enrichment readings. All are part of the written material which is available to the classroom teacher. This ar

Change-that compelling process that invades every aspect of existence-exerts its force no less upon the field of education. Our democratic society is in the throes of an educational revolution that has precipitated numerous social and educational changes, one of the most interesting being the struggle for teacher autonomy. Now, the classroom teacher is daring to conceive of himself as a leader. Innovative programs create a plethora of positions to challenge his leadership capabilities. If teachers do not fill the voids these changes produce, others will. Recognition of the importance of leadership skills long has been an accepted doctrine in the administration of industry and government. For years, commercial enterprises, the Air Force, the Army, the Navy, the Tennessee Valley Authority, and the Department of Agriculture have all promoted supervisory improvement. In contrast, teachers have had to leave the classroom to gain leadership status in their profession. Now it is education's turn to develop the talent within its own ranks. But first, it must identify and recruit those capable of effective leadership. Historically, the teacher's role was too often viewed as one of disseminating information to the passive student, a role that currently is undergoing dynamic revision. A shift in power is challenging the initiative of the perceptive teacher. Emerging is a new kind of teacher-an organization man, who, according to Alvin Toffler, views his professional role as being co-equal with, rather than subordinate to, management.' Today the teacher is demanding appropriate recognition of his increased competence to lead. Innovative programs that demand a new kind of leadership, disgruntlement

Not only is the classroom teacher on the guidance firing line but no guidance program can succeed unless the role of the guidance specialist is clearly related to the role of the teacher and vice versa. Good teaching includes guidance, and a good teacher, no matter what he teaches, fulfills a guidance role. The authors, members of the department of education of Ohio State University, College of Education, clarify the relationship that should exist between teachers and guidance specialists. ual in the school system, a teacher. There is no plan in such an organization which will guarantee to each individual pupil an opportunity to be understood as an individual. (2) Information about an individual should be cumulative. If each teacher plans a guidance program of his own, there is no provision for a continuous record of development and growth of the individual through his entire school experience. (3) Assigning the responsibility to each teacher does not permit coordination of the best efforts of all teachers. The individual differ

(1983). The Deportment Chart. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 56, No. 9, pp. 421-422.

(1953). That Most Sterling Character — the Classroom Teacher. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 27, No. 7, pp. 434-435.