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Children should learn how to learn. Nowadays we hope school will teach that, above all else. Here is a second example of how it can be encouraged; the first was Item 11 in set No.1, this year.
Does reading have to be carefully protected against the avalanche of Television? Is driving as much a threat to reading-for-enjoyment as TV? These, and other arguments in the 'literacy' war, are discussed, in lively print.
Australian and New Zealand research on poetry teaching is very scarce. Robin McConnell extends it by asking poets as well as teachers for their comments, and winds up with many clear bits of advice.
Creativity in poetry can be measured, and reliably. But encouraging creative poetry is a subtle business easily upset by asking the wrong questions, making inappropriate demands, setting the wrong atmosphere.
How you assess partly depends on your notion of what writing is for. But the accuracy of the assessment depends on clearly distinguishing different characteristics, from planning to sensitivity.
Getting help from peers can make up for individual attention the teacher wishes she could give but just cannot manage. And giving help also improves the young tutor's work.
That poor speller in your class may be neither lazy nor dull: it is possibly his or her genes. Nevertheless all poor spellers must be taught to the best of our ability. Genetic studies plus advice.