Tips for the substitute teacher. (CM)

A time-out technique is described which enables disruptive students to learn both how to control their behavior and why it is important to do so. (MT)

Article offers concrete suggestions for maintaining order in the classroom. (RW)

A study of three math teachers revealed some differences in classroom management skills. Students had a clear preference for an orderly, efficient classroom. Five techniques that can improve classroom management are described briefly. (MT)

Ideas for organizing homework and ensuring parental involvement are discussed. Making students responsible for their own behavior is emphasized. (MT)

Lying is a symptom of a much broader problem. Primary motivations are need for acceptance, fear of punishment, and desire for attention. Children learn about honesty through observation, both directly and indirectly. Admitting mistakes, especially to children, is invaluable and can help break the lying syndrome. (MT)

The author suggests eight ideal classroom pets: hamsters; turtles; snakes; spiders; frogs and toads; fish; and birds. For each he gives suggestions on selecting the pet and housing and feeding it in the classroom. Desert terrariums and home pet care training are also discussed. (SJL)

This illustrated feature presents contributions from teachers during the 1930s which describe class activities and instructional strategies, excerpts from 1933 press reports on education and the depression, and a table of educational statistics comparing 1936 and 1988. (SM)

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)

The author suggests that an informed, optimistic approach can bring new confidence to the epileptic child in the classroom. Types of seizures are described, as are positive techniques and approaches which would be advantageous for the teacher to adopt. (KC)

Strategies are outlined for reinforcing and assessing what students have learned without producing a lot of paperwork to correct. Techniques include paper-free strategies and enriched worksheets that accomplish more with less paper. (IAH)

Experienced elementary classroom teachers and substitutes discuss planning ahead for a substitute teacher, suggesting a substitute folder which includes any information to be relayed and a substitute activity bag containing lessons and activities. Games and activities that can be adapted for any grade level are described. (SM)

This article gives first-year teachers advice on topics ranging from dealing with pupils' behavior to giving oneself a pat on the back every day. (MT)

A large class that must share one computer can still get the benefits of adventure/simulation software if students work in small groups. Teamwork stimulates sharing and cooperation. The importance of planning, useful peripherals, follow-up activities, and product information are included in this article. (IAH)

Several ways teachers can nurture elementary learners include helping students become responsible, validating feelings and opinions, helping students strive for their own excellence, guiding behavior through questions and suggestions, reducing rivalries, and tuning in to children's needs, interests, and abilities. (SM)