1. MANAGINGLARGE CLASSESERCILIA DELANCERRESPONSE PEACE CORPSVOLUNTEERNEIJIANG NORMALUNIVERSITY

2. AS COURTESY TO YOUR FELLOWTEACHERS AND TRAINER 3. WARM-UPIn your groups, please list all the majorchallenges you have faced in dealing with alarge class in the past.You have five minutes to compile your list.Share your findings with the class. 4. LARGE CLASSES ARE THE RULEIN MANY PLACESMany teachers in Asia and you may be oneof them find themselves working in primaryand middle school classrooms that containmany students, sometimes almost filling theroom! 5. DONT BE INTIMIDATED BY THENUMBER OF STUDENTSFor many of us faced with large classes, wemight be tempted to give up, thinking that thereis no chance of getting so many students tolearn. The problem is, however, that weassume that learning occurs in proportion toclass size. 6. LARGE CLASSES ARE THE RULE INMANY PLACES 7. YOUR TEACHING IS WHAT REALLYCOUNTS!However, research shows that class size doesnot automatically correlate with studentlearning.Students in large classes can learn just as wellas those in small ones. What counts is not thesize of the class, but the quality of theteaching. 8. ROOM FOR PERSONAL GROWTHLarge classes offer you the opportunity toimprove your interpersonal skills as you trydifferent ways to get to know each student asan individual through their work in class or theirlives outside of it. 9. LOOK ON THE POSITIVE SIDE 10. LOOK ON THE POSITIVE SIDEThe value of a large class is that itcontains a diversity of students andlearning styles, and you can use manydifferent, active, and fun ways ofteaching. 11. INVOLVE YOUR STUDENTSStudents can be very helpful in managing theclassrooms physical space, and it helps themto develop a sense of responsibility. They canhang up student work, create bulletin boards,and put away instructional materials at the endof each lessonYou can even recruit your best students to actco-teachers 12. REMOVE DISTANCE WHENEVERPOSSIBLEMany teachers try to make a large class smallby treating it as such. They move towards astudent who has asked a question, whichreduces physical and social distance, and theyhelp class assistants distribute materials.Remember: students may not mind being in alarge class as much as you do. 13. GET TO KNOW YOUR STUDENTS 14. GET TO KNOW YOUR STUDENTSKnow your students match names withfaces. Although it may seem frightening in alarge class setting, learning your studentsnames is the first step in creating acomfortable classroom that will encouragestudent participation. It also shows studentsthat you are interested in them as individuals. 15. GET TO KNOW YOUR STUDENTSConduct interactive getting to know youactivities during the first two or three days ofthe school year so that the students learnabout each other, and you can learn aboutyour students. For large classes, ask six oreight students to introduce themselves at thebeginning and end of each school day. 16. GET TO KNOW YOUR STUDENTS You can also develop a getting to know you form withfill-in-the blanks like, After school I like to ______________ My favorite food is __________________ My favorite activity is __________________ My favorite subject in school is_______________ I want to be like_____________________ I want to be a __________when I finish school. 17. GET TO KNOW YOUR STUDENTSYou can use this form as a way for students inlarge classes to get to know each other better,even if they have been together in the sameclass before.Create student profiles. In large classes,teachers need an effective way to learn abouttheir students lives outside of the classroomso if learning problems arise, they can help thestudent as much as possible 18. GETTING INFORMATION ABOUT YOURSTUDENTSMany teachers develop simple questionnairesthat ask students about their families. Theyinclude questions on aspects that might affecta students learning and attendance in school,such as: whether a students parents are still living ormarried and if they live in the same householdor have migrated temporarily for work; 19. GETTING INFORMATION ABOUT YOURSTUDENTSwho takes care of the student; how manypersons are in the household;what is their relationship to the student; whatare their education and occupationalbackgrounds;and what resources the family has access to,such as income, land, or communitydevelopment funds. 20. BE PERSONALBe personal. Personalizing a large class meanspresenting yourself as a person to your students, notsimply their teacher. You are showing them howmuch you want to know about them, as well as howmuch you want them to know about you. While it is not necessary to share very personalinformation with your students, including informationabout yourself in lectures and during learning activitiescan help personalize the learning environment. 21. GETTING TO KNOW YOUR STUDENTSMake a seating chart. Ask students to sit in thesame seats for the first few weeks and prepare aseating chart. Try to memorize four or fivenames at each class session.Take photographs or have students drawpictures. If possible, group students for picturesduring the first or second day of class. Posing fora picture often creates an informal, relaxedenvironment. 22. GETTING TO KNOW YOUR STUDENTSUse name cards and tags. If photographs orpictures are not possible, have students makename cards that they place in front of themduring class.If you are not using desks, your students canmake name tags to wear during the first fewweeks of school. 23. CHOOSE YOUR STYLE 24. CHOOSE YOUR OWN STYLEPlease remember, however, that there is nobest way to teach large classes. You mustdevelop the approach that works best for youbased on your teaching style, thecharacteristics of your students, and the goalsand objectives of your lessons and curriculum. 25. SPEAKING IN CLASSGiving each student the chance to talk in classduring the first two or three weeks of schoolwill encourage them to participate in largeclass discussions.Remember: the longer a student goes withoutspeaking in class, the more difficult it will be forhim or her to contribute, and you will lose avaluable opportunity to learn just what theyhave learned. 26. ENCOURAGE QUESTIONS Many students are too shy, or embarrassed, to askquestions or make comments in front of their peers.Some teachers actually do not like students to askquestions because they feel it threatens their authority. Questions, however, are a valuable means of gettingfeedback on what your students are learning, whatthey are having difficulty with, and how you can makeyour teaching more meaningful - and enjoyable - foryou and your students. 27. SHARE PERSONAL ANECDOTES WITHYOUR STUDENTSAcknowledge difficult concepts and anticipatedifficulties. Students in large classes may not want toask or answer questions because they fear showingothers that they dont understand the concept that youare teaching. They have not mastered it. To help themovercome their fear, admit that it is difficult tounderstand material for the first time. In explaining a difficult concept or lesson, you mighttalk about the difficulties you had in learning it, andwhat methods you used to help learn and remember it. 28. BE AVAILABLE . One of the biggest disadvantages of large classes is the highstudent-teacher ratio. One way to combat this problem is to beavailable to students before and after class Before class, you might walk around the school grounds oraround the classroom and ask students how they are feeling thatday. Just as class ends, tell your students that you are available toanswer any questions they might have. Set aside 10 to 15 minutes at other times of the day for studentsto come and ask you questions; sometimes these questions areones that they do not want to ask in front of others. 29. BE PERSONABLE TO YOURSTUDENTS The more approachable you are in terms ofyour manner and genuine interest in yourstudents, the more likely students will becomfortable in seeing you, in talking with you,and in listening to you in a large class setting. 30. DEALING WITH SPECIAL CASES 31. DEALING WITH SPECIAL CASESWhile some students will do well in either small or largeclasses, the performance of students who require moreguidance often suffers in large classes. This problem canbe dealt with in many ways, such as: tracking students progress by reviewing theirattendance,their performance on exams and homework, theirparticipation in class, and their performance in otherclasses 32. ESTABLISHING RULESEstablish reasonable rules for studentbehavior. All classrooms need rules to functioneffectively, and they are a necessity for largeclasses. Students need to know the limits, aswell as how to behave with others and respecttheir rights. Explain your rules early on andstress the value of cooperation andconsideration. 33. RULES AND CONSEQUENCESDevelop rules to fulfill these rights aswell as penalties for violating the rules.Remember that penalties should beconsistent with the nature of themisbehavior and based on positivediscipline to help your students to learngood behavior. 34. TARGET-STOP-DO That is, target the student by name, identify thebehavior to be stopped, tell the student what he isexpected to do at that moment, let him make thedecision about what he does next and itsconsequences. Do the unexpected, such as turn the lights off, play amusical sound, lower your voice, change your voice,talk to the wall. Distract the student, such as ask a direct question, aska favor, give choices, and change the activity. 35. MANAGING COOPERATIVELYConsider developing a StudentManagement Team a group of 4-6elected students that represent theinterest of all of the students and havethem meet with you to share concernsand ideas on how to make the classbetter. 36. HOW, NOT JUST WHAT, TO LEARNClose your eyes and think back to when youwere a student; maybe you were one of manyin a single classroom.When did you feel that you were just notlearning anything?List your ideas on a piece of paper. 37. WHAT COULD BE THE PROBLEM?Some of the most common reasons whystudents in large classes may not be able tofollow what you are teaching are listed below. Are any of these reasons on your list?The lessons, lectures, or activities are not clearto the students. The teacher appears to be unenthusiastic orboredThe teaching method is boring. 38. PREPARATION IS THE KEY!A sizable portion of the work involved in teaching alarge class takes place well before the first day ofclass.Unfortunately, many teachers have never been taughthow to plan lessons.They were taught to rely on textbooks, in some casesbecause a textbook is the only available teaching aid 39. WHAT A GOOD LESSON PLAN SHOULDWILL DO FOR YOU A good lesson plan will help to relieve your own fears aboutteaching many students because you will know in advancewhat you will do, why, and how. You will be able to deliver a lesson calmly, and yourconfidence will carry over to your students who, in turn, willbe more comfortable in learning from you. Even if you rely on a textbook, you must plan how tocommunicate the information in it so that all of yourstudents will understand. For large classes, this planning is not a luxury; it is anecessity because it will bring order into the classroomenvironment, even though it may be crowded. 40. THE PLANNING PROCESS 1. The classrooms physical and psycho-socialenvironment. 2. The content, that is, what topic has been identifiedin your national curriculum documents, and how canthis topic be made meaningful to your students andadapted to fit the local community; 3. The process, or how the content is taught, whichmay involve using different teaching methods to meetthe different learning styles of students or to maximizethe time available for teaching and learning. 41. WHEN CLASSES BECOME BORED ANDDISRUPTIVEThink of questions to ask students, and try toanticipate questions that students might ask you.Review the course materials, assignments, andreading lists of other teachers who have taught thetopic before. If possible, attend a class taught by an experiencedteacher to see how he or she organizes the contentand student activities in his or her large class.Be clear about why you are teaching this topic and itslearning objectives. 42. FOCUS ON THE LEARNING Think about the knowledge, skills, and attitudes you wantyour students to learn, and choose two or three to focus onin one lesson. Explain clearly to all of your students what you want them tolearn from a specific lesson. Some teachers with large classes write the learningobjectives on the chalkboard or a large piece of posterpaper before class begins. They then explain each objective to their students at thestart of the class so everyone has a common understandingof the lesson to be learned. 43. REASONS FOR STUDENTS LOSS OFINTEREST IN THEIR CLASSES Important points are not emphasized, and main ideasare not summarized. The examples used in class do not help the studentsto understand or apply the concepts being taught in apractical manner. The examples have no meaning.Do any of these reasons characterize the way youteach?Be honest! If they do, dont worry 44. STRUCTURE YOUR LESSONLOGICALLY The best way to lose students attention in a largeclass is to present topics, concepts, and activities in arandom manner.Some lessons and their content are best presentedchronologically, such as historical events, orsequentially in a step-by-step approach (A leads to Bwhich leads to C). At other times, you can describe a problem and thenillustrate its solution, or, better yet, have your studentswork individually or in groups to illustrate how theymight solve it. 45. AVOID LECTURING FOR TOOLONG Consider the difficulty of the material you are teaching andyour students levels of ability as you decide whatinformation to cover, in what order, and in what way(teaching method, examples, etc.). Plan your teaching strategy and activities in advance.Although you may be tempted to do so, do not plan tolecture for an entire period. Since the attention span of the average student is limited toincrements of 10-15 minutes, it is best if you change theformat of the lecture every so often so that all of yourstudents will remain attentive. 46. TheLearningPyramid 47. USING MULTIPLE MODALITIES If we only teach students by having them listen to us,then only about one-third of our students is learninganything. The same situation exists when we ask themonly to write something down in their notebooks. It is, thus, important to devise different ways ofcommunicating information that can appeal to learnerswith other preferences, such as through essays,problem solving exercises, drawings, games, music,group and individual exercises, etc. 48. PREVENTING BOREDOM In large classes especially, there is a tendency forstudents to start talking amongst themselves (or evento fall asleep) when they become bored. Therefore,plan on mini-lectures interspersed with brief activities,such as questions and answers or inviting students toshare related examples or personal experiences. 49. LESSON PLANNINGIn planning your lesson, identify activities inwhich all of the students can participate in anorderly manner, and select one or, better yet,two teaching methods for each class session:lectures, small group discussions, independentwork, role-playing, demonstrations, etc. 50. LESSON PLANNING CONCERNSDecide how you will: (a) prepare the class instruction, (b) present the new concepts, (c) have students apply what they have learnedthrough activities (for example, through discussions,in-class writing activities, or collaborative work), and (d) assess whether students can put into practicewhat they have learned (for instance, through a shortquiz, in-class writing assignment, a problem solvingexercise, or homework). 51. LESSON PLANNING CONCERNSWhile a lot of careful planning is needed todevelop an appropriate learning activity, themajor reward is better student learning in thelarge class.To start, instead of asking What am I going todo in each class session? focus on What aremy students going to do? 52. LESSON PLANNING CONCERNSMake sure that whatever activities you choose,students will achieve their learning objectives.Remember: Students in large classes will bemore attentive if they are exposed to a varietyof learning activities and teaching strategies. 53. USE YOUR TIME WISELY!Budget your own time carefully.Teaching a large class takes a great deal of time andenergy. If you feel rushed or overwhelmed, yourstudents will feel it too.Set up weekly work schedules for yourself so that youare prepared for what needs to be done. Find ways to scale back other obligations, if you can,so that you have time to deal with the complexities ofteaching such classes. 54. A MAJOR CHALLENGEOne major challenge in teaching large classesis how to communicate with,arouse and hold the interest of many studentsat once so that they are motivated to learn,will listen to you, and will learn the knowledgeand skills you are trying to teach. 55. MAKE IT RELEVANT!You can communicate effectively withyour students through good speaking,writing, and listening skills, as well asthrough showing your students why whatthey are learning is important and how itcan be used in their everyday life. 56. BE ON TIMEGet to class early. Communicationbegins when you and your students arein the same room. Some teachers maybe because they dread teaching somany students or have other priorities arrive just as the class is supposed tostart or soon thereafter. 57. SHOW YOUR DEDICATION Coming late, or rushing in, communicates to yourstudents that you may not be enthusiastic aboutteaching them. You start to lose their interest evenbefore class begins.However, getting to class early allows you to ease intoyour teaching, to relax a bit, before getting theattention of all of your many students. Moreover, if you begin getting to class 10 minutesearlier, you might discover that many of your studentsare getting there early as well, which avoids theconfusion and disruption of many students arriving atonce. 58. SHOW YOUR DEDICATION Moreover, if you begin getting to class 10 minutes earlier, youmight discover that many of your students are getting thereearly as well, which avoids the confusion and disruption ofmany students arriving at once. Get your students attention at the beginning of class. Whenclass begins, the first challenge is getting everyones attentionso that they focus on you and the topic you will be teaching.What is needed is an attention getter. An attention getterdoes not need to be a flamboyant action. It can be as simpleas asking an interesting question, or making a statement, andthen asking students to respond to it. 59. SHOW THERES A STRUCTURE TOYOUR LESSONEmphasize important information at the beginning,during, and end of class. In large classes, chances aregreater that some students will not hear, or know, whatinformation is important for a lesson. Moreover, research shows that students are able toremember information best at the beginning of a class.Their retention decreases to low levels as the classperiod continues, and then it increases slightly nearthe end, as they anticipate the ending of class. 60. AN ATTENTION GETTERSome teachers announce the importance of aconcept or idea before presenting it; forinstance, they may say This is reallyimportant, so you will all need to pay attention.Is everyone ready?Writing important points on the board foreveryone to see also helps to ensure that theyare communicated to your students. 61. THE IMPORTANCE OF PARAPHRASINGPlan on rephrasing important points severaltimes during the lesson because no singleexplanation will be clear to all of your students.At the end of your lecture or class lesson, it isalso good to summarize important ideas bysaying, The most important thing to rememberhere is 62. ILLUSTRATIONS ARE CRITICALWhen teaching, you should do more thanrepeat the information in a textbook. Instead,your lessons should illustrate the textbooksconcepts using real-world examples.Develop examples that draw upon studentsexperiences or are relevant to their lives. Forinstance, link changes of the season to whencertain fruits or crops are grown, and then linkthis to changing weather patterns. 63. ILLUSTRATIONS ARE CRITICALRemember: The choice of examples isvery important. Your students willremember, and listen to you more, if theexamples are anecdotal (short andentertaining about a real incident orperson), personal, relevant, orhumorous. 64. ASSESSMENTDesign assignments so that they actually assesswhether or not your students are learning what you areteaching. In many large classes, teachers place an emphasis ongetting the right answer to a problem, as assessed bytrue-false questions or multiple-choice questions,which are fast and easy to grade. Student learning outcomes, however, should alsoinclude developing students abilities to explain theprocess (the how) by which they solved the problem,not just give the answer. 65. ASSESSMENT - CONTINUATIONSome teachers give a verbal assignment at theend of class as homework.Unfortunately, not all students in large classes willhear, or hear completely, the assignment, or theymight not have time to write it down in theirnotebooks.Be sure to discuss the assignment with yourstudents. This is time well spent since it will avoidstudent confusion and stress. 66. ASSESSMENT - CONTINUATION Create exams that look familiar to students. Thishelps to relieve the exam anxiety that many studentsexperience. Exam questions should be in the sameform as those that you used in quizzes, homeworkassignments, lectures, or discussions.When students can see a link between the things theyare asked to do during class and their private studytime, and the things they will be asked on the exam,they will be more motivated to make the effort. 67. CONDUCT REVIEW SESSIONS As exam time gets closer, set aside class time toconduct review sessions either with the entire class orin groups.One-third of the session time can be spent inpresenting a short lecture highlighting the major pointsof a topic, and then the remaining time for studentquestions and/or a short practice exercise. These review sessions will also give you feedbackabout what your students have actually learned, andthey will help you to design more effective exams thatdemonstrate that learning. 68. GOOD TEACHERS OF LARGE CLASSESREFLECT ON THEIR TEACHING.They dont reflect on the problems of havingmany students in a classroom. Its a given fact, and nothing can usually bedone about it. Instead, good teachers thinkabout their teaching all of it, their ownclassroom behavior, the plans they have, theactivities they use, the backgrounds andexperiences of their students, what and if theirstudents are learning, why and why not. 69. TOP 20 TIPS FOR TEACHING LARGECLASSES1. Plan ahead and prepare thoroughly;problems can be magnified in large classes,but they can also be dealt with effectively.2. Maximize classroom space by removingunnecessary furniture, and use space outsideof the classroom as learning and activitycenters. Ask your students for suggestions onarranging the classroom in a comfortablemanner. 70. TOP 20 TIPS FOR TEACHING LARGECLASSES3. Do everything possible to get to know yourstudents. A positive relationship with yourstudents builds a willingness on their part toactively participate in class.4. Have your students introduce themselves toeveryone in an interactive manner. Youintroduce yourself, as well. 71. TOP 20 TIPS FOR TEACHING LARGECLASSES5. Move around the class when talking thisengages students more actively, and it canreduce the physical and social distancebetween you and your students.6. Be natural and personal in class and outsideof it be yourself! 72. TOP 20 TIPS FOR TEACHING LARGECLASSES7. Tell your students you will be availablebefore and after class to answer anyquestions they might have.8. Keep track of frequently asked questionsor common mistakes. Use these to developlessons and help students avoid makingmistakes. 73. TOP 20 TIPS FOR TEACHING LARGECLASSES 9. Be aware of the class. If you notice oreven feel that there is something wrong,ask a student what is going on. Invitesmall groups of students to visit you todiscuss important class issues. Whennecessary, involve students and usepositive discipline to deal withmisbehavior. 74. TOP 20 TIPS FOR TEACHING LARGECLASSES 10. Give a background questionnaire or adiagnostic test to check the content of yourlessons and the knowledge and skills of yourstudents, to identify those students that needspecial attention, as well as to makeconnections to students life experiences. 75. TOP 20 TIPS FOR TEACHING LARGECLASSES 11. Recognize the attention span of students islimited:15 minutes of lecture followed by an activity andthen additional lecture if needed is an ideal timeline.Determine what information can be delivered in aform other than lecture and develop these methods. For instance, group work, role-playing, studentpresentations, outside readings, and in-class writingcan be excellent ways to vary classroom routine andstimulate learning. 76. TOP 20 TIPS FOR TEACHING LARGECLASSES 12. Develop a formal lesson plan as a way to organizeyour teaching in a large class setting; a way to monitorwhether or not your students are understanding whatis taught; and a chance for you to think about what todo next and how to improve your teaching. In yourplan, identify what topic is to be taught, the learningobjectives, teaching methods, classroom arrangement,main activities, resources, and assessment methods. 77. TOP 20 TIPS FOR TEACHING LARGECLASSES 13. Explain to your students exactly how and why youare teaching the class or a specific lesson in themanner that you do. For example, This is why I givequizzes at the end of class. 14. Develop a visual display of the outline of the daystopics and learning objectives (for instance, a list on achalkboard). This will make following the flow of theclass much easier for you and your students. Plan fora clear beginning, middle, and end to the class. 78. TOP 20 TIPS FOR TEACHING LARGECLASSES 15. Use prompts to develop students question andanswer skills, and count to 10 after you ask a questionto give time for the student(s) to answer. 16. Give assignments that really assess whether or notyour students are learning what you are teaching. Canthey explain the process by which they solved aproblem, and can they apply what they are learning toeveryday life? Give clear and thorough instructions forall assignments. 79. TOP 20 TIPS FOR TEACHING LARGECLASSES 17. Develop a portfolio system or other ways to keeptrack of student performance both successes andareas needing improvement and to identify thosestudents who require extra attention. 18. Develop exams that really tell you if your studentshave truly learned and can apply what you have taughtthem, not just what they remember. 19. Give prompt feedback on assignments and exams.Involve your students in the grading process to givefaster feedback. 80. TOP 20 TIPS FOR TEACHING LARGECLASSES. 20. Reflect on your teaching. Discuss withyour colleagues and students how your classcan be improved. Visit the classes ofcolleagues who are also teaching manystudents, and exchange ideas and materialsfor teaching large classes. Above all, view thechallenge of teaching a large class as anopportunity, not a problem. 81. SELECTED BIBLIOGRAPHY Cross, K. P. and Angelo, T. A. Classroom Assessment Techniques: A Handbook forFaculty, Second Edition. San Francisco: Jossey-Bass, 1993. Davis, B.G. Tool For Teaching. San Francisco: Jossey-Bass. 1993. Teaching Technologies, Center for University Teaching. Developing Thinking in LargeClasses. Ottawa: University of Ottawa, July 1997. Donal, J. G. Learning to Think: Disciplinary Perspectives. San Francisco: Jossey-Bass,2002. Dubrow, H., and Wilkinson, J. The Theory and Practice of Lectures, in Gullette, M. M.(Ed.), The Art and Craft of Teaching. Cambridge, Mass.: Harvard University Press,1984. Eble, K. E. The Craft of Teaching. (2nd ed.) San Francisco: Jossey-Bass, 1988.Ericksen, S. C. The Lecture. Ann Arbor: Center for Research on Teaching and Learning,University of Michigan, 1978. Feichtner, S.B. and Davis E.A. Why Some Groups Fail: A Survey of StudentsExperiences with Learning Groups, Organizational Behavioral Teaching Review, Vol. 9,pp. 58-73, 1985. Fink, D. Creating Significant Learning Experiences. San Francisco: Jossey-Bass, 2003. 82. SELECTED BIBLIOGRAPHY Finkel, D. Teaching with Your Mouth Shut. Portsmouth, NH: Boynton/ CookPublishers, 2000. Frederick, P. J. Student Involvement: Active Learning in LargeClasses, in Weimer, M.G. (Ed.), Teaching Large Classes Well. New Directions forTeaching and Learning No. 32. Francisco: Jossey-Bass, 1987 Frederick, P.J. The Lively Lecture 8 Variations, College Teaching, Vol. 34, No.2, pp. 43-50, 1986. Gleason, M. Better Communication in Large Courses,College Teaching, 34 (1): 20-24, 1986. Jensen, V. and Attig, G. The Arts and Quality Education in Asia, in: Educating forCreativity: Bringing the Arts and Culture into Asian Education . Bangkok: Office forthe Regional Advisor for Culture in Asia and the Pacific, UNESCO, 2005. Johnson, C. R. Taking Teaching Seriously. College Station: Center for TeachingExcellence, Texas A&M University 1988. Lowman, J. Giving Students Feedback, in Weimer, MG. (Ed.), Teaching LargeClasses Well. New Directions for Teaching and Learning, No. 32. San Francisco:Jossey-Bass, 1987. Lowman, J. L. Mastering the Techniques of Teaching (2nd ed.). San Francisco:Jossey-Bass, 2000. 83. SELECTED BIBLIOGRAPHY Malone, K. and Tranter, P. Childrens Environmental Learning and the Use,Design and Management of School grounds, Children, Youth and Environments,Vol. 13, No. 2, 2003. Moore, K. D. Classroom Teaching Skills: A Primer. New York: Random House,1989. Palmer, P.J. The Courage to Teach. San Francisco: Jossey-Bass, 1997. Paulson, M. B., and Felman, K. A. Taking Teaching Seriously: Meeting theChallenge of Instructional Improvement. San Francisco: Jossey-Bass, 1999 . Shea, M. A. Compendium of Good Ideas on Teaching and Learning. Boulder:Faculty Teaching Excellence Program, University of Colorado, 1990. Silberman, ML. Active Learning: 101 strategies to Teach Any Subject. Boston:Allyn & Bacon, 1996. Slavin, R. E. Cooperative Learning: Theory, Research, and Practice, SecondEdition. Needham Heights, MA: Allyn & Bacon, 1995. UNESCO. Embracing Diversity: A Toolkit for Creating Inclusive, Learning-FriendlyClassrooms. Bangkok, 2004. Also available online at:www2.unescobkk.org/ips/ebooks/documents/Embracing_Diversity/index. htm