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Effective management begins with the physical design of the classrooms, which includes an environment rich with accessible materials. Early in the school year the children are introduced to the design of the classroom and how the different materials and areas are used.
From the first day of school, the teacher helps children become independent learners, so that they can think for themselves. Early in the school year, time is used to teach routines that include whole-class instruction, the use of learning centers, self-directed independent work, cooperative work, and behaviors in need-based groups. Children learn the protocols for sitting on the rug during lessons and how to take turns. Rules are discussed and created by the class, so that children feel some responsibility to follow them. Children learn these rules and routines so that they can function much of the time without the teacher. Teachers are consistent in their routines and the enforcement of rules.
One of the more difficult times to manage during the school day is when children work in centers while teachers meet with small groups for direct instruction. Students need to master the system for using the centers.... For instance, they need to know the number of children who can be at a center at one time and how many center activities need to be completed in a given day. Children have to account for work accomplished at centers as well. When the children become self-regulated learners, teachers can devote attention to working with small groups.
Morrow, L. M. "Organizing and Managing a Language Arts Block." In Strickland, D. S., and L. M. Morrow, eds. Beginning Reading and Writing, 83-98. New York, N.Y.: Teachers College Press, 2000. *
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