ABSTRACT
When members of a faculty start talking about the problems they are having with unsuccessful students, it rarely takes long before the discussion turns to classroom management. Intuitively we know that when students aren’t experiencing success and aren’t meaningfully engaged with their assigned work, they tend to become a handful for their teachers. This “fact of life” motivates many teachers to be on a constant search for the perfect discipline or classroom management system. What is often overlooked during this quest is the fact that the very techniques we utilize in managing our classrooms may further contribute to the alienation process. On the other hand, a good management system can help reduce at-riskness. A good classroom management system, like a good instructional strategy, will result in enhanced feelings of competence, belonging, usefulness, potency, and optimism (CBUPO) for all students.
