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3. Establishing Rules. Establish a set of classroom rules to guide the behavior of students at once. Discuss the rationale of these rules with the students to ensure they understand and see the need for each rule. Keep the list of rules short. The rules most often involve paying attention, respect for others, excessive noise, securing materials and completion of homework assignments.

5. Learning Names. Devise a seating arrangement whereby students' names are quickly learned. Calling a student by his or her name early in the year gives the student an increased sense of well being. It also gives a teacher greater control of situations. "JOHN, stop talking and finish your work" is more effective than "Let us stop talking and finish our work".

Learners who used a repetition tactic remembered 50% more content after one week (7 days) than did those learners who did not recite.

This is a practice activity. Use it with students who are familiar with the lesson content. Students recall facts, labels, lists, rules, or procedures by stating the correct question that corresponds to the answer provided by the narrator while participating in a game to make the lesson more interesting. This activity should be used after the students are familiar with the lesson content.

Web 2.0 is the business revolution in the computer industry caused by the move to the internet as platform, and an attempt to understand the rules for success on that new platform. Chief among those rules is this: Build applications that harness network effects to get better the more people use them. (This is what I've elsewhere called "harnessing collective intelligence.")

“So if there’s anything else on your desk right now, please put that inside your desk.” He mimics what he wants the students to do with a neat underhand pitch. A few students in the front put papers away. “Just like you’re doing, thank you very much,” Zimmerli says, pointing to one of them. Another desk emerges neat; Zimmerli targets it. “Thank you, sir.” “I appreciate it,” he says, pointing to another. By the time he points to one last student — “Nice . . . nice” — the headphones are gone, the binder has clicked shut and everyone is paying attention. Lemov switched off the video. “Imagine if his first direction had been, ‘Please get your things out for class,’ ” he said. Zimmerli got the students to pay attention not because of some inborn charisma, Lemov explained, but simply by being direct and specific. Children often fail to follow directions because they really don’t know what they are supposed to do.

A teacher’s control, he said repeatedly, should be “an exercise in purpose, not in power.”

and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy. WebCT Tip: Provide students examples of "A"-quality work. Release statistics along with grades, so that students can see how they are performing as compared to the rest of the class (stats can give the mean grade and/or the frequencies). Use the "Selective Release" feature to release course info only as students achieve a certain level of success on a test.