ABSTRACT
A main concern of this book is classroom organisation, but we need to consider what we want to organise before we can consider how to do it. Many studies suggest that how children learn is probably as important as what they learn. The way work is organised affects the extent of each child’s contact with the teacher, the opportunities and resources available and the actual learning which takes place, both by conscious intent on the part of the teacher and also as a hidden curriculum with its own values and assumptions.
