This warm story features a first-grade class and the excitement and anticipation they feel as their teacher has a baby during the school year. Full-color illustrations.

A teacher and administrator whose programs have inspired dozens of children to better themselves shares his thoughts on the importance of positive influences, role models, and encouragement on children and spouses.

Mrs. Penrose has a secret, and Alexander H. Gory, Jr., thinks he knows just what it is. To spread the word, Alexander passes around his notebook, in which he details his proof that their mild-mannered teacher has become a blood-sucking creature of the night. The news spreads like wildfire, and soon the whole class is speculating. Will the librarian be her next victim? Can they protect themselves with garlic necklaces? But when Mrs. Penrose confiscates the notebook, she admits to the class that she does have a secret. She isn't turning into a bat, though—she's going to have a baby. To encourage her students to write, she lets them keep the notebook, which becomes a chronicle of jokes, stories, and—when Mrs. Penrose's baby comes earlier than anyone expected—their fears, frustrations, and hopes for her and her child. Told in the varying voices of an elementary class, with all their unique observations, quirks, and spelling mistakes, Our Teacher Is a Vampire is a celebration of collaboration. Through their shared storytelling, Mrs. Penrose's students support one another through difficult times, improve as writers, and become fast friends. Ideal for aspiring writers, this (not) true story of classroom intrigue will keep readers turning pages, from the first wild rumor to the last, heartfelt letter.

As digital technologies continue to develop and evolve, an understanding of what it means to be technologically literate must also be redefined. Students regularly make use of digital technologies to construct written text both in and out of the classroom, and for modern writing instruction to be successful, educators must adapt to meet this new dichotomy. Exploring Technology for Writing and Writing Instruction examines the use of writing technologies in early childhood, elementary, secondary, and post-secondary classrooms, as well as in professional development contexts. This book provides researchers, scholars, students, educators, and professionals around the world with access to the latest knowledge on writing technology and methods for its use in the classroom.

These highly personal essays from a range of academic settings explore the palpable moments of discomfort, disempowerment, and/or enlightenment that emerge when we discard the fiction that the teacher has no body. Visible and/or invisible, the body can transform both the teacher's experience and classroom dynamics. When students think the teacher's body is clearly marked by ethnicity, race, disability, size, gender, sexuality, illness, age, pregnancy, class, linguistic and geographic origins, or some combination of these, both the mode and the content of education can change. Other, less visible aspects of a teacher's body, such as depression or a history of sexual assault, can have an equally powerful impact on how we teach and learn. The collection anatomizes these moments of embodied pedagogy as unexpected teaching opportunities and examines their apparent impact on teacher-student educational dynamics of power, authority, desire, friendship, open-mindedness, and resistance.