The purpose of this preliminary study was to examine the extent to which the relation between teacher reported (N = 26) teaching efficacy and observations of classroom quality varied as a function of a specific classroom characteristic, classroom adversity, a measure of classroom level hardship that includes factors such as student challenges with…

Presents classroom setup and display ideas that can help elementary teachers create an effective learning environment. Ideas include signposts for instructions; a classroom duties chart; teacher helper hats; and bulletin boards that feature famous authors, graphs, daily news, student work, and creative writing. (SM)

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.

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.…

Three articles discuss programs for primary and elementary special education students in a resource room and in mainstreamed settings. The final article discusses a positive approach to dealing with namecalling in the mainstreamed setting. (CL)

Observation of two third-grade teachers during the opening days of school revealed different approaches to organizing their classes and instructing pupils on correct classroom behavior. The results of observation are given in narrative form and analyzed. Five principles that characterized the most effective teacher are presented: (1) The teacher…

Effective class management in elementary physical education makes instructional time more efficient. Class management skills can be enhanced by concentrating on attention management, behavior management, and organizational techniques. Techniques for improving skills in these three areas are outlined. (IAH)

In light of the importance of a teacher's managerial ability and the use of small and large group instruction to increase direct instruction time, teachers should apply specific managerial skills in their reading classes to ensure student learning. Successful teachers get to know their students, set instructional goals, and make sure students know…

Twenty-eight third grade teachers were observed by a team from the Research and Development Center for Teacher Education at the University of Texas in order to identify discipline and teaching strategies most conducive to the establishment of a successful student-teacher relationship. This package is the result. Ideas and suggestions designed to…

In multigrade instruction, children of at least a 2-year grade span and diverse ability levels are grouped in a single classroom and share experiences involving intellectual, academic, and social skills. "The Multigrade Classroom" is a seven-book series that provides an overview of current research on multigrade instruction, identifies…

Over 30 activities for elementary school classes during the first week of school are described. Ideas are included for a first day checklist, correct pronunciation of names, getting acquainted games, and classroom organization hints. (CJ)

Classroom management procedures instituted to alleviate reading difficulties are not the answer and only tend to confuse the real problems. (JH)

In-depth interviews with eight teachers who consistently and successfully developed individualized, personalized classrooms are reported. The object of this investigation was to determine how these teachers perceive the teaching and learning process and how they view themselves and their development as teachers. The teachers varied in their…