(The paper reports on implications of classroom research for class management techniques especially in classes in which handicapped students are mainstreamed. Findings demonstrating a conflict between giving attention to individual children and keeping general engagement high are identified. Recommended room management (RM) procedures are reported to double average engagement levels and substantially increase time for individual teaching. Clear definition of the teaching roles of "individual helper,""activity manager" (who keeps children not being taught individually on task), and "mover" (who maintains flow by obtaining equipment, dealing with interruptions, etc.) are required. Application of the model to a New Zealand classroom of 10- to 11-year-olds using parents as helping activity managers and individual helpers is described. Comparison of amount of time children were on task when either using parents as general assistants or when using parents following the RM model found significant differences in favor of the RM model. (DB)