ABSTRACT
Classroom management is the hallmark of all good teaching. More instructional time and fewer discipline problems are products of effective management strategies. This chapter focuses on describing methods that teachers implement to reduce the need and frequency of problem behaviors. It builds upon the concepts of positive behavior support and practices by incorporating the principles of applied behavior analysis and good instruction into the classroom environment. Classroom management comes almost naturally for some educators, but most of the rest of us need additional time, support, and training to hone these skills. Some teachers have the opportunity to work with populations of students who demonstrate almost no behavioral disruptions. Reprimands are an indicator of high levels of acting-out behaviors in many classrooms.
