Good instruction is good classroom management

Robert Slavin explains how exciting, engaging lessons can solve most problems in the classroom

WITH THE SOUND OF THE SCHOOL BELL STILL echoing in the hall, Julia Carter started her high school English class.

“Today,” she began, “you will become thieves. Worse than thieves. Thieves steal only your money or your property. You—” (she looked around the class and paused for emphasis) “—will steal something far more valuable. You will steal an author’s style.”

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Published

October 2012