Reducing Behavior Problems in Elementary School Classrooms is a practical guide that offers strategies on how to reduce behavioral problems. The guide provides information on how to identify specific problem behaviors. Describes how to modify a student's environment to support positive behavior. Offers teaching techniques to promote and reinforce good behavior. Furthermore, the guide shows that with collaborative relationships and a school-wide approach it is possible to reduce behavioral problems. Behavioral problems could arise from numerous reasons. The first step in addressing a student's behavioral problem is to identify the circumstances that stimulate and reinforce it. According to Doing What Works (DWW), a research-based educational practices website, there are five main questions a teacher should answer: “Is this developmentally appropriate? Is the student's behavior persistent? Does it threaten student or teacher safety? Does it prevent other students from learning? Is it spreading to other students?" If any of the answers to the above questions are yes, a more in-depth evaluation is needed. Recognizing and understanding the basis of a student's behavior problem begins with collecting and analyzing data to student level. Data collection takes several weeks. It is important for a teacher to record what happened before, during, and after the problem occurred. DWW recommends documenting “concrete details about the environment, such as the content of the lesson.” , the type of activity, the level of difficulty, the proximity of the teacher, what the teacher said, the behavior of other students and other contextual factors. The data should also include the duration and intensity of the behavior.” ...... middle of paper ...... professional colleagues and students' families, teachers provide each other with different ways to effectively address behavioral problems Teachers can discuss successful behavioral strategies with other teachers or with parents of students. Schools can help foster these relationships by organizing “collaborative teacher teams” or bringing in behavior experts to work with teachers to create a more inclusive picture of what is happening in the classroom and find ways to use positive strategies for improvement. The strategy I observe the most is the recognition of positive behavior. I really feel that recognizing positive behavior is crucial for every teacher. I can see the power of recognition when a student walks away from the teacher with a proud expression lighting up their face and knowing that their action or actions were good.