Many teachers are having to join the ranks of the relief, supply, mobile, or emergency teachers. Questions to emergency teachers reveal their problems and show how schools can assist them in their stressful job.

The school asked two 13-year-olds, expert in a computer programme, to teach the skills to two 16-year-olds. The researcher watched and asked questions. The result is a lively story and good advice for peer-tutoring and computer instruction.

A famous discussion of the issues raised when a student at Harvard received an A for an examination he did, for fun, in a subject he had never studied.

Video-taping and interviews revealed a big gap between what is said to be taught and what is actually taught. The children are aware of the ‘hidden curriculum’, and that is no bad thing.

There is a lot to be learnt about how to teach a subject from what practitioners do every day. An insight into what delights mathematicians and what could delight our pupils.

Most young adults at school are satisfied with their schooling, their homes and friends. But fear of not finding a job is universal and debilitating. This survey should be absorbed by all politicians as well as teachers.

Since teachers talk a great deal, careful analysis of what teachers say is revealing. The talk of two teachers dealing with the same topic, is described here. More variety, suiting the words to the teaching point, and thinking the subject out better, seem to be required.

A case study of adults back at ordinary schools shows how successful it can be. The small adaptations the school can make to enhance that success are noted.

A co-educational state high school in Queensland developed a way of identifying and helping children-at-risk. This case study results in helpful advice.

St. Patrick's College, Campbelltown, NSW, teaches mathematics to the senior classes by bringing all the pupils together for lectures, followed by class-sized tutorials, not all compulsory. John Greene reports how they checked the scheme's success.