Organising Learning in the Primary School Classroom

Organising Learning in the Primary School Classroom

Organising Learning in the Primary School Classroom

Organising Learning in the Primary School Classroom


Since its publication in 1984, the first edition ofOrganising Learning in the Primary School Classroomhas been recognized as an indispensable guide for elementary school teachers in their quest for more effective practice in the classroom. This classic work offers help on everyday problems of classroom organization: how to group children, how to physically arrange a classroom, and how to make the most efficient use of time and resources. Throughout, the aim is to get teachers, and student teachers, to analyze their own classrooms and to produce solutions that will work for them. This second edition has been completely revised to take account of recent thinking in education, including discussions on Britain's Education Reform Act and the National Curriculum. Sections on curriculum content--particularly those connected with the teaching of science--have also been expanded.


Every teacher is a manager of children’s learning. As a teacher you influence the children you teach in many ways. Because of you, many of them will learn things that they will remember for the rest of their lives. It is a considerable responsibility.

How you discharge this responsibility depends not only on the person you are and the relationships you are able to build with children and colleagues, important as these are. The ability to organise children’s learning, the actual teaching skills you possess, your ability to observe, select and present material, lead discussion, assess, evaluate and so on, are crucial and make all the difference between the group in which most of the children come near to achieving their full potential and one in which most are under-achieving.

This book is concerned with the way you, as teacher, organise the work in your classroom. In primary schools children are normally with one teacher for the majority of the time so that he or she is able to get to know them well. Most teachers in primary school also have some freedom to plan the work as seems best to them.

Each chapter of this book deals with a particular aspect of organisation and most chapters contain suggestions for assessing your present situation preparatory to reviewing possible ways of working and selecting those which meet your needs and those of your class.

Anyone working in education at the present time is very conscious of the pressures. Public interest in education is considerable, and the Education Reform Act has given both governors and parents a much greater say in the way schools function. Good schools have always involved parents in the education of their children and it is now essential to demonstrate the good work the school does to the local community, because schools are in competition with each other for pupils. This is time-consuming, but it pays dividends in terms of the trust and respect which can be generated and the support which can be gained. It also helps

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