Grounded in theory and research, "The All-Day Kindergarten and Pre-K Curriculum" provides an activity-based and classroom-proven curriculum for educators to consider as they plan and interact with pre-k and kindergarten children. Allowing young children the opportunities to become independent, caring, critical thinkers who feel comfortable asking…

Dealing with difficult behavior is a matter of awareness of the factors involved in prediction, prevention, and instruction. This means three things: Teachers know, or can be assisted in thinking through the environmental events and contexts that are associated with higher probabilities of problem behavior. Second, teachers can actively manipulate…

This article offers some organizational solutions to help teachers better manage their classrooms and their time. To assist with the room arrangement, notebooks, and file cabinets, teachers may find it helpful to use color coding. Most teachers will have more than one class to teach during the course of a day, and, perhaps, more than one course to…

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)

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)

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)

A major task involved in teaching students is to group wisely for instruction. This paper discusses the use of grouping in the following contexts: the self contained classroom; departmentalism and the student; homogeneous versus heterogeneous grouping controversy; learning centers; the dual progress plan; team teaching and grouping students for…

In the days before computers, passing on information to substitutes was difficult. Now teachers can individualize their lesson plans to guarantee that substitute teachers and the students will both have a good day. This article provides some plan-ahead procedures that have worked for the author.

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…

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…

By giving each student a number to keep throughout the school year, teachers can maintain efficient classrooms. The paper describes this classroom management system, in which students apply for classroom jobs. The numbers can be used for homework and classroom assignments, organizing attendance, choosing teams, drawing names, and teacher files.…

In this article, the author gives advice on how music educators can prepare ahead of time for days in which a substitute teacher will be needed. One suggestion includes creating a substitute folder, possibly during the summer when free time is more available. The author also suggests creating actual lesson plans that a substitute with no musical…

This manual offers suggestions for the first year teacher with ideas and advice compiled from educational literature and questionnaires completed by other first year teachers, principals, and education professors. Topics include: (1) curricular preparation; (2) physical environment of neighborhood and school; (3) school rules and regulations; (4)…

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)

Suggestions are presented to increase the special education teacher's organizational efficiency, focusing on instructional planning and use of time and space as they relate to classroom organization. (JDD)