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)

A list of 16 examples found in the content of the high school mathematics program that illustrate surprising mathematical results and a list of 17 suggestions for varying classroom routine, organization, and instruction are given. (DT)

Organize your general or unit shop and control students with color. (Editor)

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…

In her previous books, "Literacy Work Stations and Practice with Purpose," Debbie Diller showed teachers how to productively occupy the "rest of the class" while meeting with small groups. Now Debbie turns her attention to the groups themselves and the teacher's role in small-group instruction. "Making the Most of Small Groups" grapples with…

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…

The following advantages of individualized reading are discussed: (1) a wide and varied selection of good children's literature may be used; (2) instruction may be adjusted to the child's interests, rate, skill needs, and optimal mode of perceptual learning; (3) best use of learning time is possible while all children are meaningfully engaged; (4)…