Provide safe adult and peer interactions and protection from aggressive people.

Be consistent and provide immediate rewards and consequences.

Give student responsibilities to help teacher or other students to foster successful experiences.

Encourage and acknowledge extracurricular activities in and out of school.

Use an appropriate tone of voice, speaking clearly and deliberately in a pitch that is slightly but not greatly elevated from normal classroom speech, avoiding any display of emotions in the voice

Providing feedback on those goals.

Establishing and communicating learning goals at the beginning of a unit of instruction

Using a wide variety of verbal and physical reactions to students' misbehavior, such as moving closer to offending students and using a physical cue, such as a finger to the lips, to point out inappropriate behavior.

Persist until students respond with the appropriate behavior. Do not ignore an inappropriate behavior; do not be diverted by a student denying, arguing, or blaming, but listen to legitimate explanations

Use assertive body language by maintaining an erect posture, facing the offending student but keeping enough distance so as not to appear threatening and matching the facial expression with the content of the message being presented to students.

Make eye contact with each student.

Meet students at the door as they come into class; greet each one by name.

Be aware of and comment on important events in students' lives, such as participation in sports, drama, or other extracurricular activities.

Talk informally with students before, during, and after class about their interests.

Attribute the ownership of ideas to the students who initiated them. For instance, in a discussion a teacher might say, “Cecilia just added to Aida's idea by saying that . . . .”

Allow and encourage all students to participate in class discussions and interactions.