All Classroom Management articles

By: Understood, National Center for Learning Disabilities (NCLD) (2019)

1 in 5 students have learning and attention issues. An extensive literature review of empirical studies revealed three critical mindsets and eight key practices that can improve outcomes for students with learning and attention issues — and all students.

By: Nicole Eredics (2019)

In an inclusive class, plans must be responsive to students with learning differences, physical challenges, or social/emotional needs. An expert in inclusion shares some of her successful classroom management ideas, including use of color coding, student planners, and the morning "sponge."

By: Indiana Resource Center for Autism (2018)

Browse this collection of visual supports and other resources to help your students with ASD be successful socially and academically in school. You'll find templates for social rules, classroom rules, emotional support, schedules, and more.

By: Cathy Pratt, Indiana Resource Center for Autism (2018)

Learn about factors related to school culture, teaching climate, and school-wide discipline practices that can aid or hinder a student with ASD's educational progress.

By: Kara Hume, Indiana Resource Center for Autism (2018)

Though circle-time may be difficult for students with ASD, with the appropriate modifications and additions to the activities and environment, the experience can be successful for students and staff alike. Get ideas that will help make morning meetings more meaningful to students, and will assist in increasing student success.

By: Kara Hume, Indiana Resource Center for Autism (2018)

An organized classroom with defined areas and spaces can help students with autism in anticipating what is expected and to predict what will be happening during the instructional day. Get tips on how to create defined learning spaces and reduce distractions in your classroom.

By: Kara Hume, Indiana Resource Center for Autism (2018)

A visual schedule communicates the sequence of upcoming activities or events through the use of objects, photographs, icons, or words. Find out how to set up visual schedules in your classroom to support your students with ASD.

By: Kara Hume, Indiana Resource Center for Autism (2018)

A work system is an organizational system that gives students with ASD information about what is expected when they come to the classroom. Find out how to implement a work system in your classroom.

By: Kara Hume, Indiana Resource Center for Autism (2018)

Visual structure adds a physical or visual component to tasks to help students with ASD to understand how an activity should be completed. Get ideas on how to implement visual structure in your classroom and support your students' independence.

By: Kara Hume, Indiana Resource Center for Autism (2018)

Learn about four strategies for structured teaching to support students with ASD: (1) physical structure, (2) visual schedules, (3) work systems, and (4) visual structure.

By: Kara Hume, Indiana Resource Center for Autism (2018)

An organized classroom with defined areas and spaces can help students with autism in anticipating the requirements of a specific setting and to predict what will be happening during the instructional day. Get tips on how to organize your classroom.

By: Paula Kluth (2018)

By: Nicole Eredics (2018)

Research shows that inclusion is best for students with and without disabilities, and yet there are still many misconceptions about what inclusion in the classroom really means. Here are the top three misconceptions, from inclusion expert Nicole Eredics.

By: Paula Kluth (2018)

By: Paula Kluth (2018)

By: Nicole Eredics (2018)

The social curriculum conveys the values, belief systems, and expectations of behavior in school. It is just as important as the academic curriculum, but is often "hidden" for children with learning challenges. Here you'll find some effective strategies to intentionally facilitate social inclusion in your classroom and school-wide.

By: Paula Kluth (2018)

By: Nicole Eredics (2017)

In order for inclusion to be successful, it must exist at all levels of education: the community, the school, the classroom, and the lesson. This brief overview describes what inclusion looks like at each level.

By: Just Read, Florida! (2016)

Research shows that students need at least 90 minutes of uninterrupted reading instruction each day to become strong readers, and that this instruction must be systematic, explicit, scaffolded, and differentiated across the classroom.

By: Nicole Eredics (2013)

Learn simple ways you can make your classroom sensory-friendly to help students with sensory issues feel more comfortable and ready to focus on learning and socializing. Ideas include ways to adapt the classroom space, learning materials, lighting, noises, and smells.

By: Reading Rockets (2013)

Your child may be at a school where they are using an approach called "flipped classroom" or "flipped lesson." If so, keep reading to find out more about the concept, and three ways that you can support flipped learning at home.

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: Kathy Ruhl, Charles Hughes (2010)
A review of the research on the effective use of homework for students with learning disabilities suggests that there are three big ideas for teachers to remember: (1) the best use of homework is to build proficiency in recently acquired skills or to maintain skills previously mastered; (2) homework should be individualized; and (3) teachers should evaluate homework and provide detailed feedback to students.

By: Paula Kluth (2010)

To create environments most conducive to learning for students with autism and their peers without disabilities, teachers may need to examine ways in which classroom spaces are organized. Specifically, teachers may need to consider the sounds, smells, lighting, and seating options in the classrooms.

By: Reading Rockets (2009)

Back-to-School Night is a great opportunity for families to learn more about their child's school and teacher. Here are some signs to look for that indicate your child is in a place where good reading instruction can take place.

By: Reading Rockets (2009)

When the back-to-school bell starts ringing, parents often hear and read school-related terms that are unfamiliar to them. Below are three terms and descriptions related to reading instruction that may help give you a better understanding of what's happening in your child's classroom and what it all means for your young learner.

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 her 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: Rick Lavoie (2008)

As we head towards September and a new school year, here's advice from special education expert Rick Lavoie that may be helpful as you attempt to make special needs kids in your class feel warm, welcome, and wanted. Using the word SEPTEMBER, he shares nine concepts that can help you in this effort.

By: The Access Center (2008)
Peer tutoring links high achieving students with lower achieving students or those with comparable achievement for structured learning. 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, 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: 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: Kara Hume, Indiana Resource Center for Autism (2004)

Students with autism spectrum disorder have a number of unique challenges in the classroom. Learn how to set up work systems that can help your students become more independent by strengthening organization skills, reducing distractibility, understanding sequence of events, and more.

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: Jessica Burkhalter (2003)
These systems of rewards and consequences emphasize the techniques needed for successful classroom management.

By: Cathy Pratt (1997)

Inclusion is a belief that ALL students, regardless of labels, should be members of the general education community. The philosophy of inclusion encourages the elimination of the dual special and general education systems, and the creation of a merged system that is responsive to the needs of all students.

"What an astonishing thing a book is. It's a flat object made from a tree with flexible parts on which are imprinted lots of funny dark squiggles. But one glance at it and you're inside the mind of another person ..." —

Carl Sagan