ABSTRACT
This chapter describes how an elementary classroom teacher approached her students’ behavior problems by recognizing that student–teacher relationships are essential to classroom success, that students learn in a wide variety of different ways, and that students will respond positively and productively to being given more choice in their work and responsibility to demonstrate that they have completed it. When students had more control over their daily scheduling and over the kinds of work they could submit to show that they had met the relevant learning outcomes, their motivation increased and they were able to work with more focus. The chapter presents the case that differentiated instruction is essential with upper primary children.
