Prevention-1. Set clear, well defined expectations (see Band Handbook). 2.

Design expectations and curriculum with students best interests in mind. 3. Keep classroom pacing at a suitable speed for students. Recognize that this is different for different groups of children. 4. Provide well-organized instruction which allows the students to stay enthusiastic about the content. 5. Record myself regularly to develop more awareness of classroom environment. 6. Build specific routines into the beginning of class to settle students in and focus them. Intervention-1. When appropriate, implement a check system with graduated consequences to control the classroom. 2. Use a variety of techniques to control the classroom and intervene when problems arise. These may include: A. Adapting pace and energy level when students become disengaged. B. Using questioning to disrupt disruptive behavior. C. Speaking loudly and clearly, or otherwise changing volume of instruction to regain attention (never shouting). D. Keep students playing as much as possible. E. Holding high (but appropriate to their level) academic/performance standards for students. F. Using more advanced students to help less advanced students. G. Moving students to new seats (without interrupting the flow of the classroom). H. If needed, remove students from the learning environment (either to the office, or within eye range of the teacher). This should be saved for extreme problems and used less than one percent of the time. 3. Praise positive behaviors and thank students for taking leadership. Retention-1. Reward students appropriately for positive behavior; seek to build mutual respect. 2. Spend time getting to know the students. A. Know their names, and interests, adapting lesson plans to take advantage of these interests and increase intrinsic motivation.. B. Know their backgrounds, adapting program goals and curriculum choices to meet their needs and build a program responsive to their situations in life.