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)

Considers the potential detrimental effects on classroom teaching of programs that pull individual students out of the classroom for specialized instruction or activities. Suggests alternative means for meeting student and teacher needs within the classroom. (PGD)

It is suggested that a stimulating environment, rich with color, relaxed in mood, and imaginative in arrangement, will produce a favorable effect on the child's senses and hopefully create an attitude that will be favorable toward learning. (Author)

Noting that the design of the classroom used for early childhood and kindergarten classes can contribute in powerful ways to the education of young children, this paper applies principles of architecture to the organization and shaping of the interior classroom space. The paper maintains that five principles, when applied, create a climate of…

Asks whether the common practice that has been termed "Circle Time" and its variations are a useful classroom practice. Analyzes the ways teachers employ circle time. Critiques the practice of circle time. Argues that the quality of learning is dependent on the quality of reflection by teachers concerning their practice, not on gimmicks.…

Discussing research on the effects of developmental differences, task characteristics, teacher feedback, and classroom management and organization on children's perceptions of their abilities, this article speculates on whether and how these perceptions influence children's behavior. (Implications of this research for classroom practice are also…

Noting that a list of individual student to whole class configurations and a set of activities are inadequate, this booklet argues that the question of how to organize classrooms for learning in the language arts is complex. The booklet argues that decisions about time, space, materials and resources, and student grouping must flow from an…

The paper is a description of how one teacher structured a classroom for five seriously disturbed violent boys (ages 5.5 to 8 years) at a private residential and day school for emotionally disturbed students. Anecdotes are reported as well as the teacher's reflections. Changes in the teacher's original planned class structure while maintaining the…

High school teaching practices have resisted change since 1900 and remain essentially teacher centered. This stability may be explained by: (1) the deterministic influence of classroom organizational structures; (2) innate conservatism in teaching; (3) teachers' enduring beliefs about educational goals; and (4) society's economic structure which…

Uses the case of a boy named Franklin, making the transition between free play and a group activity, to illustrate conflict between teachers' respect for individual play and scheduled group activities. Discusses various issues, including differing perceptions of time, closure, and independence; using learning-environment organization for…

Describes a teacher's experiences in a multigrade intermediate grade mountain schoolhouse. Notes that teaching difficulties were overcome by (1) organizing time and contracting with students; (2) learning from students about what to teach; and (3) using language that invites and includes students. Explains how these techniques aid reading and…

Challenges Montessori instructors and advocates to address the complex issues of staffing, scheduling, and maintaining a consistency of approach with respect to all-day Montessori instruction. (HTH)

How teachers' incentives affect the way they go about their work is the subject of this report. Data (originally collected for another related study by the author) were obtained through classroom and nonclassroom observations and teacher interviews. The report consists primarily of a comparison of the teaching of two teachers. Material from lesson…

Describes a method of peer group teaching that stresses group responsibility and awareness of goals. (JL)

This paper examines the methods used in designing school and classroom environments. The tools are labeled: (1) discipline-centered schooling; (2) empirical-naturalistic schooling; and (3) great works schooling. First, the outline endeavors to reveal the essential elements of the three tools that represent images, structures, or "maps" of…