ABSTRACT
Effective teachers and instructional leaders have long known that “the first line of defense in managing student behavior is effective instruction.” 1 There are some teachers who manage their classrooms largely through compelling instruction, and underneath the instruction there is an expectation for student ownership in the learning process. When students have defined responsibilities in the classroom they learn how to be contributing members in both their learning environment and in society; without students’ involvement in self-regulating their behaviors, even the best planned lesson is likely to fail. 2 And, if lesson plans fail consistently, then student achievement is affected.
