From the moment we decide to become teachers of young children we begin asking ourselves, "How will I make it all work? How can I manage a classroom full of children?

There are no simple answers to these questions. There are as many successfully managed classrooms as there are successful teachers. We each develop a system that best fits our personalities, our children's needs and interests, the space in which we work, and the availability of materials. This is a dynamic system - many parts of it change as our children and classrooms change. But we do have to begin somewhere.

The most successful programs for children seem to begin with the focus on the children themselves. Are they actively engaged and involved in activities that interest them? Do they have many opportunities for success? Is frustration kept at a minimum?

Next we must look at the classroom environment. Is the space arranged in a way conducive to productive work/play? Are the materials plentiful, accessible, and developmentally appropriate?

Finally, we must plan and implement a curriculum that engages children and extends their learning. Do the activities challenge the children sufficiently? Do they provide children with choices and opportunities to reinforce skills?

When we begin to think of management in a way that integrates these components, we will begin to see results in our teaching. To "make it all work" is a skill that comes with experience, not with developing techniques and following a set of rules. It does not precede teaching but is woven into the whole of it.