For Other Professionals
All Classroom Management articles
Sort by: Date | Title
Display: Summaries | Titles only
By: Reading Rockets (2011)
It's called lots of different things: Drop Everything and Read (DEAR), Sustained Silent Reading (SSR), and Million Minutes to name a few. Regardless of the different names, the intent is the same — to develop fluent readers by providing time during the school day for students to select a book and read quietly. Nearly every classroom provides some time during the instructional day for this independent silent reading. Despite its widespread use in classrooms, silent reading hasn't enjoyed much support in the research literature.
By: Kate Garnett (2010)
Classrooms can be perilous in a number of ways for students with learning disabilities. Here are some tips to remember when working with students with LD.
By: Mandy Gregory (2008)
How do you create a classroom library that is both organized and enticing to young readers? Here a teacher illustrates how she set up a classroom library. She provides tips on acquiring books and materials, organizing the shelves, creating labels, and making it cozy.
By: Just Read, Florida! (2008)
Literacy centers offer meaningful learning experiences where students work independently or collaboratively to meet literacy goals.
By: The Access Center (2008)
Peer tutoring links high achieving students with lower achieving students or those with comparable achievement for structured learning. It's an effective educational strategy for classrooms of diverse learners, including students with disabilities, because it promotes academic gains as well as social enhancement. This brief discusses three research-supported peer tutoring strategies: Cross-Age Tutoring; Peer-Assisted Learning Strategies (PALS); and Reciprocal Peer Tutoring (RPT).
By: The Center for Public Education (2007)
How much homework is too much? Not enough? Who should get it? These are just a few of the questions that have been debated over the years. While the research produces mixed results, there are some findings that can help inform decisions about homework.
By: The Access Center (2007)
The literacy-rich environment emphasizes the importance of speaking, reading, and writing in the learning of all students. This involves the selection of materials that will facilitate language and literacy opportunities; reflection and thought regarding classroom design; and intentional instruction and facilitation by teachers and staff.
By: The Center for Public Education (2006)
Like class size reduction, increasing instructional time has lots of common-sense appeal as mechanism for raising student achievement. But more time in school can be costly. These key lessons summarize the current research on different approaches to organizing school time and schedules, beginning with the obvious question: Does more time make a difference?
By: National Center for Learning Disabilities (NCLD) (2006)
The National Center for Learning Disabilities presents examples of accommodations that allow students with learning disabilities to show what they know without giving them an unfair advantage. Accommodations are divided into the following categories: how information is presented to the student, how the student can respond, timing of tests and lessons, the learning environment, and test scheduling.
By: Glenda Thorne, Alice Thomas, and Candy Lawson (2005)
Here are 15 tactics that may help children enhance attention and manage attention problems.
By: Florida Education Association (2005)
These tips on how to keep your classroom running smoothly have been gathered from teachers around the world.
By: Just Read, Florida! (2005)
Research shows that students need at least 90 minutes of uninterrupted reading instruction per day in order for sufficient student reading development, and that this instruction must be dense: systematically delivering explicit teacher directions; scaffolded over time; and differentiated across the classroom. Here is a chart from Just Read, Florida! that provides an example of how to set up a good 90-minute reading block.
By: The Center for Public Education (2005)
After more than 20 years of research, class size continues to be at the forefront of the educational and political agenda for schools, school districts, and school boards. Here is a snapshot of what research tells us about class size and student achievement.
By: Annette Lamb and Larry Johnson (2005)
Encourage students to become better listeners and readers through audiobooks.
By: CanTeach (2004)
Children work at different paces. Here are some suggestions for how to keep your speedy workers occupied while their classmates finish their assignments.
By: CanTeach (2004)
Good rewards provide the incentive for a successful classroom management system. Here are some ideas to get you started.
By: PEAK Learning Systems (2004)
How your classroom is arranged can have a big effect on your ability to effectively manage your class. This article discusses some ideas you should keep in mind as you set up your classroom.
By: Jennifer Besso (2004)
Managing a classroom effectively keeps unwanted behavior at a minimum and encourages learning for all students. The following provides suggestions for doing so through the use of consequences, privileges, and positive discipline.
By: Ronald D. Stevens (2003)
Though the goal of classroom management is to head off conflict before it can start, occasionally students will get into fights. These tips from the Southeastern Connecticut Gang Activities Group will help you break up a fight.
By: Jessica Burkhalter (2003)
These systems of rewards and consequences emphasize the techniques needed for sucessful classroom management.
- For older articles, see the Classroom Management Archives >
