Why Do We Gotta Do This Stuff, Mr. Nehring?

Nehring, a high school teacher in upstate New York, has insights into the adolescent learning mode that, if universally applied, might reverse the deterioration of public education. Taking his readers through a typical day, a composite of various assignments he has had, he exposes the ``tyranny'' of the 45-minute class period, the doling out of information to students of divergent attention spans, abilities and backgrounds, the administrative busyness that lends a feverish, ludicrous air to the enterprise of teaching. The remarkably flexible Nehring obviously enjoys his work, deftly illuminating ``that elusive point of intersection between student interests and academic aims, that ideal lesson.'' His day in a suburban public high school as depicted here is colorful and soberingly realistic. (June)