ABSTRACT
This chapter discusses how to set a positive environment for children's appropriate behavior. It looks the differences between disciplining a child and managing behavior. The chapter also looks at examples of the ways the classroom organization, rules, and routines contribute to encouraging appropriate child behavior. It focuses on the examples and tools for preventing challenging behavior, as well as suggestions for dealing with disruptions, and ways to use functional behavior assessment for special situations. The chapter encourages reflection on what to do to ensure smooth professional practice and growth. It explores strategies and techniques teachers in the early childhood classroom can use to help children like Stanford who present with challenging behaviors. As teachers, while thinking about curriculum, instruction, standards, and differentiated instruction, teacher's must keep in mind the most fundamental responsibility of classroom management: the maintenance of order to support safe and productive learning environments.
