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managed. (p.18)

One analysis of five decades of research on classroom management reviewed some 228 variables influencing student achievement. Nothing, it found, affected student achievement more than skillful classroom management (NEA Today, 2004). In addition, research has shown us that teachers' actions in their classrooms have twice the impact on student achievement as do school policies regarding curriculum, assessment, staff collegiality, and community involvement (Marzano, Marzano, & Pickering, 2003). Unfortunately, the implementation of positive and proactive behavioral approaches in our public schools is rare (Snell, 2005). Instead schools often rely on less effective reactive and exclusionary approaches that hinder students' educational progress (Christle, Jolivette, & Nelson, 2007).

END OF INTRODUCTION

School discipline has always been perceived as essential for the proper functioning of a public school. Expectations are clear that discipline is necessary for students to learn and that educators are expected to establish and maintain well disciplined schools (Covin, 2007). All stakeholders historically have taken pride in maintaining well disciplined schools. The following highlighted are comes from resource saved as disst Resource 2.8.10

According to Sugai (2007), schools are complex environments where skills, knowledge, and practices of a culture are taught, shaped, encouraged, and transmitted. Educators are challenged to provide effective and explicit instruction that maximizes students' knowledge of concepts and skills. In the educational environment, students are challenged to remain focused, responsive, and engaged to benefit from instruction. These goals are enriched and complicated by students with diverse learning styles, unique strengths and weaknesses, and defining cultural influences. Additionally, schools, students, and families must adapt to maximize benefits from the school experience.

Nevertheless, there continues to be a growing concern about the number of disruptive behaviors and lack of discipline in the educational facility (Covin, 2007). These disruptive behaviors make it more challenging for educators to accomplish goals.

Luiselli, Putnam, Handler, and Feinberg (2005) stated, 'Many students attending public schools exhibit discipline problems such as disruptive classroom behaviors, vandalism, bullying, and violence. . . Establishing effective discipline practices is critical to ensure academic success and to provide a safe learning environment' (p. 183).

According to McAdams and Lambie (2003), public schools are facing increasing challenges with regards to the rise in disruptive behaviors amongst children. Curwin and Mendler (1999), includes unclear limits, student boredom, sense of failure and attacks on student dignity, lack of acceptable outlets for feelings and a sense of powerlessness as basic causes of discipline issues. Students at the elementary level are becoming more violent. They are kicking, biting, scratching, and hitting both their classmates and teachers (Toppo, 2003). Many educators are extremely concerned about the danger and disorder in school environments.

Unbelievable scenarios of violence in schools have made teachers, administrators, parents, and children aware that violence can happen anywhere in the United States. However, compared