I believe that classroom management is most effective when rooted in strong relationships, consistency, and clear expectations. I find that students are most receptive to adults they respect and know respect them as well. When facing troublesome behaviors- I believe in intention over action. I like to discuss what led to the behavior with the student while providing alternative responses to prevent those feelings from presenting as another behavior. All expectations must be set at the beginning and their implementation, rewards, and consequences must be consistently followed as children require structure.