In order to teach everybody's children, classroom teachers must create powerful learning environments that support varied instructional approaches and give students different ways of interacting with and learning from one another. These environments are emotionally, socially, and physically safe for learning, and they encourage students' growth and development. Creating these environments calls for us to know a wide variety of cooperative learning strategies, which are reflected in the workshop activities, and to effectively design and manage our classrooms.

It is necessary to create a proper classroom environment in order for students to learn from one another in flexible working relationships and increase their capacity to master new knowledge and make thoughtful, meaningful connections from lesson to lesson. It lets teachers create instructional areas-such as unique learning, interest, and media centers-and thus offers students varied learning opportunities that can accommodate their learning needs and special interests. As children learn from each other in a variety of ways, the effective use of classroom space can support the use of a variety of learning experiences at the same time. This, in turn, contributes to the development of self-regulated, lifelong learners.

Well-designed classrooms are characterized by high levels of student cooperation, academic success, and task involvement. Teachers work to develop intrinsic motivation as a locus of control-creating lifelong learners in the process. That is why effective classroom environments create multiple learning opportunities capable of addressing students' diverse needs and enhancing their satisfaction and academic performance.

Teachers who want to develop effective classroom managements must begin by examining the nature of their relationships with students. Rather than being a distraction, these relationships must be actively cultivated in order to promote students' social and moral development and to make the teacher more effective in teaching academics.
The classrooms must be learner-centered, knowledge-centered, and assessment-centered, all while interacting with the classroom- and external-community (Bransford, et al, 1999).

As stated Bransford et al, (1999), the classroom environments meet the instructional needs of students by exposing them to a variety of highly motivating and stimulating multilevel instructional activities. Teachers should devote time to assessing their own classroom design at various times of the year.

Every classroom has an interpersonal atmosphere that can hinder or promote a student's learning and development. This atmosphere includes the student's relationship with the teacher, with other students, with academics, and with rules. Respecting students and encouraging self-regulation goes a long way toward establishing a positive feeling of community.Implicit in this is that students feel cared for and valued.

Feelings of community inevitably result when teachers consult with students as a group. By working with students to make rules together, plan curriculum work, and resolve conflicts and other classroom problems, teachers help students invest in classroom life. Gradually, this helps everyone feel a sense of belonging, a sense of community. Approaching students in a respectful, cooperative manner creates a cooperative environment that liberates students' possibilities for learning and development.

These assumptions and the principles that flow from them provide a framework within which teachers can think about their practices. The principles do not constitute a model, program, or recipe, but rather an approach to classroom management based on the importance of interpersonal relationships in students' learning and development.

REFERENCES:
Bransford, John D., Ann L. Brown, and Rodney R. Cocking (1999). How People Learn: Brain, Mind, Experience, and School. Washington, D.C.: National Academy Press.