Observation of two third-grade teachers during the opening days of school revealed different approaches to organizing their classes and instructing pupils on correct classroom behavior. The results of observation are given in narrative form and analyzed. Five principles that characterized the most effective teacher are presented: (1) The teacher…

Because the first days of school are considered crucial to the establishment of a well-run classroom, this study observed 28 third-grade classes during the beginning of a term, identifying successful teacher behaviors in making introductions, presenting rules and procedures, monitoring the classroom, and analyzing and regulating student behavior.…

The results of an earlier experimental study of the effectiveness of a set of principles for small group instruction in first grade reading groups called for a revision of the list of principles. Revised principles were written for (1) group organization (seating, transitions, starting the lesson); (2) the introduction of lessons and activities…

The study described here was designed to answer questions about effective instruction in low socioeconomic status (SES) elementary schools by focusing on classroom organization and management, especially what specific steps are important at the beginning of the year. This progress report details the history of the study, describes data collection…

A year-long study of 28 third-grade teachers yielded extensive data describing their classroom management practices. The seven most effective and the seven least effective teachers were compared to determine what dimensions of mangement discriminated between them. Teachers who qualified as "better managers" had a firm preconceived notion of…