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)

Eight suggestions for surmounting barriers between the student and the class teacher are given and briefly discussed: class evaluations, alternate class structure, student-written notes, in-class "experiments," quizzes without trauma, the class dummy, "programmed" spontaneity, and "treats." (DT)

In this article, the author discusses the technologies of power in classroom organization practices that occur on two levels: (1) locally, in a study of open-concept, learner-centered classrooms; and (2) discursively, in a commentary on the value of a Foucauldian analysis of power for educators. Foucault's analysis of what the author calls…

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…

Discussed a 1974 research study in which student achievement in two different school environments was measured to see how it affected the development of creativity. (RK)

The effects of self-management on children's academic performance were studied. Four groups varying in degree of self-management and a control group were pre- and posttested in basic math facts before and after eight weeks of continuous daily measurement. During the eight weeks, the four groups took daily one minute timed math tests, graded the…

Twenty suggestions for lending variety to classroom activities. (MM)

From his own teaching experience, the author presents his views on the essentials of effective writing instruction: diagnostic testing, student grouping, meaningful assignments, and the teacher as model. He also presents some of his techniques for teaching observational skills, exactness, and logical sequence. (SJL)

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)