A discussion of whether learning should be structured or open-ended. (HB)

Focuses on some ideas for improving the quality and applicability of instruction provided in the marketing and distributive education-related class. Discusses sources of instruction, instructional ideas for the related class, weekly job reports, and a suggested schedule for the related class. (CT)

Prevocational education for mentally handicapped students can be integrated with normal class activities if the teacher focuses on activities and values that are common to the worlds of school and work. (GW)

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)

Suggests some ways that art teachers can organize their classrooms and adapt their teaching methods in order to accommodate mainstreamed handicapped students. This article is part of a theme issue on art education for special needs students. (SJL)

Advice, activities, and techniques for getting the first days and weeks of school off to a smooth start are offered in this compilation of six articles taken from issues of "Instructor" (Aug.-Sep. 1976, Aug. 1980, Aug. 1982, Aug. 1983), "Learning" (Sept. 1982), and "Teacher" (Sept. 1979), magazines. Suggestions for…

Suggestions are made to help the regular classroom teacher maximize instructional time for mainstreamed learning disabled students. Suggestions cover general classroom organization, language arts instruction, and math instruction. Recommendations focus on incidental learning. (CL)

Outlines a nine-step planning model for teachers to follow in order to introduce computer-based education activities in their classrooms. (MP)

How to use traditional techniques to "mainstream" gifted children in a heterogeneous classroom, while meeting their individual needs through differentiated curriculum and voluntary activities. (Editor/SJL)

This article describes a method for writing instruction in which small groups of students meet to read and evaluate each other's writing. A five-day schedule for this "writing family" activity is outlined. (SJL)

A learning disabilities resource teacher describes ways in which she individualized instruction through physical arrangement of the classroom, availability of materials, and instructional methods that focus on readiness, a learning station framework, and thorough record keeping and evaluation. (CL)

Presents a dynamic class management model for writing instruction, which can be modified over the school year to meet students' changing instructional needs. (SJL)

Describes a filing system used to get students to turn assignments in on time. Folders are kept for each student listing class assignments, whether the students had done the assignments, their grades, and their attendance records. As the files were accessible to the students, responsibility was placed directly on them. (PJM)

The author outlines a process, suitable to any grade level or subject, for forming small instructional groups for mastery learning. (SJL)

Demonstrates two projects used to create a connected classroom. Acting as a facilitator rather than an authority, the instructor encourages students to use their own experiences and ideas. Data show these strategies lead to more student involvement and higher course ratings. (Author/NL)