ABSTRACT
This chapter explores how teachers can create learning environments that support science teaching. It focuses on classroom climate, classroom organization, and management strategies that are particularly helpful in a project-based classroom. The chapter examines ways to foster positive student behavior, anticipate problems, distribute materials, make transitions between classes, deal with disturbances, and reinforce good behavior. It considers ways that teachers can handle multiple groups of students working on the same activities as well as groups of students working on different activities at the same time. The chapter outlines techniques for dealing with students with diverse abilities and students who finish activities at different rates. It offers realistic management strategies that can be used in a project-based classroom, these strategies are not comprehensive in scope. The teacher develops affective factors such as curiosity about the world, excitement about science, and enthusiasm to continue activities, and generates worthwhile curriculum materials that are of interest to students.
