The classroom should be organized for optimal pupil achievement. Learners should be free to view and read diverse forms and kinds of printed work in a relaxed atmosphere. An area in the classroom should be designated for large group instruction where pupils may work together as a unit. Another area in the classroom should be used to stress committee and small group endeavors. In the area for independent work, there should be a table and chairs at a place suitable for students to read library books. Students, teachers, and community members can communicate with one another through e-mail, web pages, and discussion forums. Learning stations should be supplied with concrete (objects and items), semi-concrete (illustrations, audiovisual aids, and slides/snapshots), as well as print materials of instruction. Each station should be explained by the teacher so that students are clear what to do at anyone of these stations. Tasks should be at different levels of complexity so that fast, average, and slow readers may benefit from choices made at the learning stations. Students can be grouped by ability, interest, peer tutoring, project, or skills. A list of things that can be done during spare time includes rereading a book, watching a video on a famous author, or preparing and giving oral reports on a favorite library book. A well prepared reading teacher will develop a unit in teaching reading, including a statement of philosophy of reading instruction, a statement of clear objectives for what students are to learn, and a statement of evaluation techniques used. (Contains seven references.) (CR)