This book addresses the issue of classroom organization in primary education, explaining evidence that it asserts should prompt primary schools to re-think the contexts in which children are expected to concentrate and learn. New ways of arranging classrooms are illustrated through case studies of teachers who take a flexible and strategic approach to the organization of learning. These are intended to demonstrate how children's attention and behavior can benefit from creating a better match between working contexts and tasks. Suggestions and resources are provided to help teachers review how they and their children work, and to plan and evaluate ways of using their classrooms more effectively to support learning. (Contains 46 references.) (EV)