Describes a Cluster Plus plan that groups middle school students into two clusters on each grade level according to ability. This arrangement retains vertical organization into core curriculum areas (mathematics, social studies, English, and science), while allowing flexible regrouping through horizontal team teaching. (MLH)

The TASK (Team Approach for Special Kids) approach is a model for special service delivery in which services become part of the disabled student's classroom work rather than provided in "pull-out" fashion. TASK promotes clustering of student objectives, self esteem, and healthy peer relationships. (CL)

The scheduling model presented is designed to use an Extension Center to reduce the size of teaching groups, curtail the flow of students in and out of classrooms for support services and provide on a rotating basis an observation/evaluation period for resource teachers. (Author/CL)

The relationship between teacher mobility and student behavior is examined, and findings note that inappropriate behaviors decrease as teacher mobility (change from the front of the room) increases. Student/teacher interactions also increase as teachers move about the room. (CL)

Examines three important dimensions of instruction (instructional format, grouping arrangement, and the cognitive complexity of the task) that have important resource allocatable functions within the classroom. (Author/IRT)

The review of the literature on the use of room management (RM) procedures with severely disabled students concluded that RM may be an effective strategy for delivering individual instruction while maintaining high levels of group engagement in other students. RM can reduce problem behaviors and be maintained through positive monitoring and…

Presents a checklist for instructors preparing to teach a large geography lecture class. Suggests having enough supplies, especially paper for copying; ordering enough textbooks; making sure that seats have writing surfaces; writing out examination policies; and other time-saving management procedures. (GG)

Discusses five classroom seating arrangements developed by Anthony Papalia that correspond to five learning styles: (1) traditional teacher-front for incremental learners; (2) half-circle for intuitive learners; (3) circle with teacher seated for sensory specialists; (4) small-group seating for emotionally involved learners; and (5) scattered…

Presents definitions of "whole language" and classroom organization/management. Describes several plans for organizing and managing a whole-language classroom. Presents a detailed example demonstrating how to organize and manage a whole-language primary classroom using a "modified blocked" approach. (SR)

Organization of a language teacher's time and space encompasses such aspects as the room, spatial noise, furniture, equipment, time, lessons, and student motivation. (CNP)

The New York City Department of Education has recently set forth new mandates for the redesign of classrooms. Teachers must be taught how to redesign their classrooms correctly so that all students will be provided with the necessary space to accommodate their environmental learning-style preferences. By altering the classroom, teachers give some…

The paper investigated four Chinese graduate students' perceptions of the major differences between North American and Chinese classroom teaching styles. Major differences in the following five areas were identified: 1) the teacher's role, 2) the student's role, 3) the form of class organization, 4) the teacher's expectations, and 5) the student's…

Increasing the amount of time students spend in school does not necessarily improve learning. Article questions the quality and organization of classroom instruction, suggesting that these should be evaluated first. (RB)

Describes a day at the Bennett Park Montessori School in Buffalo, New York. Interviews the school's director and one of the teachers. Discusses Maria Montessori's ideas and their application at Bennett Park. (BJV)

The difference between teachers whose classes run smoothly and teachers whose classes are out of control is that the effective teachers speak carefully, take time to give examples, and articulate reasons. Checklists are provided for developing a classroom management plan to reinforce productive behavior and rule out problems. (MT)