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The actual teaching of critical thinking is a function of many situation-specific factors: teacher style, teacher interest, teacher knowledge and understanding, class size, cultural and community backgrounds and expectations, student expectations and backgrounds, colleagues' expectations, recent local events, the amount of time available to teachers after they have done all the other things they have to do, and teacher grasp of critical thinking, to name some major factors. I here suggest some general strategies and tactics gleaned from years of experience, research, and others' suggestions. They are guidelines and must be adjusted to fit the actual situation.

The Yale Center for Emotional Intelligence uses the power of emotions to create a more effective and compassionate society. The Center conducts research and teaches people of all ages how to develop their emotional intelligence

High school psychology teachers can expand their knowledge with these videos of presentations from psychology conferences. The videos are sponsored by the APA Education Directorate and Committee of Teachers of Psychology in Secondary Schools (TOPSS), and funded by the American Psychological Foundation through the generous support of Lee Gurel, PhD. APA's Div. 2 (Society for the Teaching of Psychology) also provided support for one of these videos.

New research by Professor Robert Plomin shows genes are more important than we like to think