ABSTRACT
It has been suggested earlier that developing a complete classroom management system is rather like constructing a jigsaw, but, unlike a jigsaw, each piece of the puzzle has a validity and interest of its own. Each piece represents an option in its own right that merits consideration in the process of developing a better system of classroom management. It may be that the teacher feels they already have a pretty good jigsaw of their own but that they need to create a few new pieces that fit with what already exists. If constructing a jigsaw is an appropriate analogy, then communicating expectations might be the edges of the puzzle, motivation and correction the middle and this chapter on classroom organisation might be the solid board on which the whole puzzle is placed.
