Explains how to set the stage for cooperative learning in primary classrooms. One article describes how to achieve classroom cooperation using developmentally appropriate planning; the other discusses class activities that can spark a collaborative spirit (e.g., cooperative murals and book discussions). (SM)

Presents 35 strategies for dealing with common challenges that may arise in the cooperative learning classroom. Challenges include children who cannot get along, who prefer to be alone, who are unmotivated, who cannot keep up, who finish first, who finish last, and who make too much noise. (SM)

The key to challenging talented, advanced students and keeping them engaged and motivated within the regular classroom, says the author, is to spend time each day focusing on students' strengths and interests, and to remember that the classroom is a place for developing all sorts of talents in all students. Seven strategies are proposed to help…

Techniques are presented that can help teachers resolve conflicts that arise in the classroom. Strategies are outlined for working out differences among students or between the teachers and a student and for fostering cooperative attitudes among the children. (PP)

Outlines the views of three scholars on cooperative learning: cooperation in content areas (team-assisted individualization and cooperative integrated reading and composition); grading techniques (e.g., individual score plus group bonus points, group scores, and scoring only one member's paper); and structuring social interaction (round robin,…

Offers three simple strategies for storing and managing hands-on learning materials in the classroom. The strategies include a checklist of storage solutions for the materials, a description of creative hands-on learning centers, and a list of strategies for managing students' use of hands-on materials. (SM)

The article describes attention deficit hyperactivity disorder (ADHD) and how it affects learning, notes why whole language provides one of the best settings for students with ADHD, and discusses strategies for adapting the whole-language classroom to meet the needs of many different kinds of learners. (SM)

Describes how elementary teachers can set up meaningful guidelines to enhance the productivity of writing workshops. Writing workshops accommodate the idiosyncratic nature of individual writing and learning processes. They provide a highly structured environment with clear rules and procedures. The article explains how to establish classroom…

Presents classroom-tested teaching tips from 100 years of issues of "Instructor." Suggestions are made in the areas of language arts, social studies, science, math, writing, classroom management, bulletin boards and displays, art, general curriculum activities, and critical thinking skills. (SM)

"Teachers Express" (formerly titled "Bright Ideas") is a regular feature carried by the "Instructor" magazine and is designed for the in-a-hurry elementary classroom teacher who likes to stash a few good ideas away before an occasion demands one. These quick tips submitted by teachers are intended to spark interest,…

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)

Student misbehavior problems in the classroom today cover a wide spectrum. Ways to deal with and help hostile-aggressive, passive-aggressive, and withdrawn failure-image students are described. A case study of a teacher's dealing with a hostile student is presented. (CJ)