• Provide a loving & supportive environment
• Hold high expectations and standards for children's behavior
• Explain why some behaviors are acceptable and others are not
• Consistently enforce rules for behavior
• Include children in decision making
• Provide age-appropriate opportunities for independence

• Have something specific for students to do each day, even on the first day of class.
• Have materials organized and equipment set up before class.
• Conduct activities that ensure all students' involvement & participation.
• Maintain a brisk pace throughout each lesson.
• Ensure that students' comments are relevant & helpful but not excessively long-winded.
• Spend only short periods of class time assisting individual students unless other students are able to work independently & productively in the meantime.
• Ensure that students who finish an assigned task quickly have something else to do.

• Communicate & collaborate regularly with other classroom teachers and with specialists.
• Form common goals regarding what students should learn and achieve.
• Work together to identify and overcome obstacles to students' academic achievement.
• Establish a shared set of strategies for encouraging productive student behaviors.
• Make a group commitment to promote equality and multicultural sensitivity throughout the school community.

• Parent-teacher conferences
• Written Communication
• Telephone Conversations
• E-mail Messages
• Class Websites

• When the behavior is a rare occurrence & probably won't be repeated.
• When the behavior is unlikely to spread to other students.
• When the behavior is the result of unusual & temporary conditions.
• When the behavior is typical for a particular age-group.
• When the bahavior's natural consequence is unpleasant enough to deter a student from repeating it.
• When the behavior isn't seriously affecting classroom learning.

• Speak in a calm, matter-of-fact manner, describing the problem as you see it.
• Listen empathetically to what the student has to say, being openly accepting of the student's feelings and opinions.
• Summarize what you think the student has told you, and seek clarification if necessary.
• Describe the effects of the problem behavior, including your personal reactions to it.
• Give the student a choice from among two or more acceptable options.
• Try to identify a solution that enables the student to maintain credibility in the eyes of peers.

• Verbal Reprimands (Scolding)
• Response Cost
• Loigical Consequences
• Time-Out
• In-School Suspension

Applied Behavior Analysis (ABA)

(aka. behavior therapy or contingency management)

• Some stimuli tend to elicit certain kinds of behaviors.
• Learners are more likely to acquire behaviors that lead to desired consequences.
• Learners tend to steer clear of behaviors that lead to unpleasant consequences.

ABA Approaches

• Indentify problem behaviors and desired behaviors in explicit terms.
• Identify reinforcers, punishments, or both that are truly effective for the student.
• Develop a specific intervention plan.
• Modify the classroom environment to minimize conditions that might trigger inappropriate behaviors.
• Collect data on the frequency of problem behaviors and desired behaviors both before and during the intervention.
• Monitor the program's effectiveness by observing how various behaviors change over time, and modify the program if necessary.
• Take steps to promote transfer of newly acquired behaviors.
• Gradually phase out the intervention after the desired behaviors are acquired.

• Teach behaviors that can serve the same purpose as inappropriate behaviors.
• Modify the classroom environment to minimize conditions that might trigger inappropriate behaviors.
• Establish a predictable daily routine as a way of minimizing anxiety and making the student feel more comfortable and secure.
• Give the student opportunities to make choices.
• Make changes in the curriculum, instruction, or both to maximize the likelihood of academic success.
• Monitor the frequency of various behaviors to determine whether the intervention is working or, instead, requires modification.

1. Create a Schoolwide Environment that Minimizes the Potential for Aggression and Violence
2. Intervene Early for Students at Risk
3. Provide Intensive Intervention for Students in Trouble

• Make a schoolwide commitment to supporting all students' academic and social success.
• Provide a challenging and engaging curriculum.
• Form caring, trusting faculty-student relationships.
• Insist on genuine and equal respect for people of diverse backgrounds, races, and ethnic groups.
• Emphasize prosocial behaviors.
• Establish schoolwide policies and practices that foster appropriate behavior.
• Teach specific skills that students can use to intervene during bullying incidents.
• Provide mechanisms through which students can communicate concerns about aggression and victimization openly and without fear of reprisal.
• Involve students in school decision making.
• Establish close working relationships with community agencies and families.
• Openly discuss safety issues.

• Develop, communicate, and enforce clear-cut policies regarding potential threats to other students' safety.
• Identify the specific nature and scope of gang activity in the student population.
• Forbid clothing, jewelry, and behaviors that signify membership in a particular gang.
• Actively mediate between-gang and within-gang disputes.