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A personal narrative is presented which explores the author's experience of having his class reacted on eating gyros pitta, a Greek dish, which contains fish eggs.

The article presents the author's insights on the need of slow learning children for educational support. It mentions the condition of a slow learner pupil named Rogan who transferred to the school where the author teaches after being refused by several schools. It says that the school will still help Rogan although he does not study well. It adds that every child matters and should be cared for by the educational institutions which are regarded as the second family of school children.

The article offers the author's insights on the effects of negligence in the behavior of children. The author says that the pattern of doing bad things was already set on one of his former students as he left primary school because he was neglected by his parents and teachers and was not taught to do the right thing in his younger years. Furthermore, the bad behavior of a child must be corrected as early as possible because negligence of bad behavior may have serious long-term consequences.

The article offers the author's views on the role of challenging subject teaching and cross-curricular studies in student learning as reflected in the Primary Curriculum Review by Jim Rose. The author urges new Department for Education Secretary Michael Gove that challenging and creative subject teaching and cross-curricular studies must be maintained because it offers enjoyment and engages more students. He is also critical on the workload of teachers such as paperwork and teaching.

In this article, the author discusses the detached Working Wall on his classroom, which was mistaken by the alarm system as an intruder and awakens the caretaker of the school. He comments on the quality of the adhesive Blu-Tack that is commonly used by teachers in putting up classroom displays such as the Working Wall as a part of teaching processes. He adds that through Google, he learned that Blu-Tack was a failure in the development of industrial adhesive.

The article offers the author's humorous account of primary school education in Great Britain, which has offered professionals a fast track to teacher certification and principalship. He relates aspects of a fictional team problem-solving game called the Shepherd and the Sheep in which the shepherd leads the sheep into a pen for slaughter to the country's fast track to educational leadership. The author notes the difference between education before and after fast track.

The author comments on his recovery from a haemorrhoidectomy and key stage two exams in Great Britain. The author does not support giving high-stakes tests to primary school children and he discusses one of his students. Even if, the author feels, the student performs well on exams and in school, education is not really about him.

The author discusses how the workload of teachers in Great Britain has not changed after workforce reforms were instituted and teachers' assistants were added to schools. It is claimed that this is because teachers' assistants are often used to increase students' ability to pass the nation's standardized tests and are too busy to reduce the teachers' workload.

A personal narrative is presented in which the author reflects on an inspirational teacher and on the importance of following one's personal dreams.

A personal narrative is presented which explores the author's experience of discussing a child's progress with a parent.

The author reflects on the need for school discipline. He discusses an incident involving a birthday party held for his daughter at which a child threw a tantrum and smashed the cake. He suggests that the belief that children should not be punished is not an effective method in child rearing or in education.

The author comments on the performance management aspect of teacher evaluations in the British education system. He describes a conversation between him and a colleague about the expectations placed on teachers and notes that the colleague despairs of every being able to meet them consistently, even after having been a teacher for 30 years. He discusses the lengthy forms used in classroom observations and questions the time and effort needed to receive a satisfactory evaluation.

The author comments on teaching in Great Britain. He describes keeping up with curriculum frameworks, differentiation, and synthetic phonics as prescribed by the government. He notes attempts to keep abreast of preferred terminology, guidance, and good practice and his dismay that literacy standards have not improved among British children in spite of best efforts. He concludes that all the interference and effort has resulted in teachers who are too tired, too scared, and too short of time.

The author, a Year 6 teacher in England, comments on teaching full time and as a supply teacher in tough schools. He explains that the demands of full-time teaching in a tough school exhausted him, so he chose to give up his position in favor of working for an agency as a supply teacher. He finds that he still receives assignments in the tough schools and now he is on his own without the support of colleagues, but he also has no planning or assessments and is finished when he leaves school.

The article presents commentary on Great Britain's education system. The author relates a discussion he had with a colleague who failed an observation by the Office for Standards in Education (Ofsted) because her students did not remain fully engaged in the lesson throughout the observation. He discusses social issues that affect education and notes that educational leadership needs to be more aware of the reality of life in the classroom.

This humorous article describes the author's attempts to assemble, repair or build anything. For him, the acronym "DIY," or Do It Yourself, does not apply. The author states that he is a male primary school teacher in Great Britain and is therefore both a "dying breed" and a dinosaur. A quote by the actor Clint Eastwood is included.

In this article, the author shares his experiences of being disturbed by a cat, which he considers to be tiddler, while working in his house. The author argues that the idea of loving all the creations of God is absurd. One cannot love a wasps, E-Coli, malaria, mosquitoes which are the creations of God. The author was downloading some pages from the Web site of Curriculum Authority using his laptop. He kicked the cat out of a window of his room as it was disturbing him. The cat appeared in the window of his room and began to paw on the glass door. He lost his concentration and downloaded unnecessary information.

The article presents information on the scene of a science classroom in which the author is teaching about lice to the students. There is a myth about lice that they can leap distances more than six feet and swing from hair to hair. One of the students in the class said that lice can be controlled by using a special shampoo. The author said that the special shampoo contain organo-phoshates that can damage the nervous system.

In this article the author's views on the problems faced by teachers in dealing with physically fit students is presented. He says that the fitness of the students may create problems in improving the behavior of the students. Unhealthy kids according to him are rarely a problem. The fit kids have the strength and agility to climb out of the window, shin up a drainpipe, slither under razor wire, evade anti-vandal grease and mouth obscenities from the rooftop while simultaneously kicking loose ridge tiles.

Focuses on the safety of drinking waters in the schools in Kilimanjaro, Tanzania. Key to school improvement; Proposal to provide a free plastic bottle for every students; Blame cast to the pogrom against refreshing water bottles for the algae-related diarrhea and vomiting epidemic.

Focuses on problems facing teachers in Great Britain. Increased workload; Poor pupil behavior Inspections; Effect of the changing nature of schools; National curriculum testing; Call for Prime Minister Tony Blair to provide solutions to problems facing teaching staff.

Comments on the planning, preparation and assessment (PPA) time for teachers in Great Britain. Number of hours for teaching under PPA; PPA time to be received by teachers; Relationship with head teachers.

Comments on the anti-bullying policy in school in Great Britain. Objective to promote a caring attitude; Determination of the special educational needs; Impact of bullying in schools on the self-esteem of students.

Focuses on the purpose of target-setting in education. Derivation of professional judgment on the basis of detailed experience; Evaluation of the progress of individual children in the light of teaching and learning strategies; Assessment of the snapshot of school children in order to plan for individual futures.

Relates the experiences of the author on school examinations. Effects of difficult examinations on children; Improvement of literacy strategies; Assessment on the quality of learning.

The article presents experience of teachers regarding problems caused by aggressive parents. Topics discussed include the experience of Hans van Mourik Broekman with a parent regarding his child's poor academic performance, aggressive behavior of a father faced by Tessa Matthews and the fear of getting beaten up by a parent to Geoff Barton.