Described as differing from most books about teaching, this handbook deals with what teachers identify as their greatest concerns. These concerns are uniformly matters of classroom management (such as discipline, time, pressure, effectiveness, and working with parents). The first chapter of the handbook, which provides an overview of classroom management, is followed by 13 chapters focusing on particular areas with which teachers are likely to be concerned. Specifically, chapters 2 and 3 are devoted to managing the physical and psychosocial environments of the classroom, while chapters 4 through 6 discuss managing student behavior, daily classroom routines, and the curriculum. Management of direct and facilitative teaching as well as records are the subjects of chapters 7 through 9. Chapters 10 through 12 examine management of communications, open-space classrooms, and the work of paraprofessionals. Two concluding chapters discuss classroom management for substitute teachers and examine stress management for teachers. Lists of things to do or remember are given in several chapters. Generally, material included is designed to help teachers carry out the requirements of their work so that they achieve success and derive a sense of accomplishment. Although occasional references are made to important research, the handbook attempts to avoid technical language. (RH)