teacher responsibility for student success, an optimistic and comprehensive teacher and mentor role, teacher persistence with all students, and an optimism that all students can learn. Others have been equally persuasive in observing that the quality of teacher-student relationships, the atmosphere and tone of classrooms and the overall impact of positive classroom environments is an essential feature of an effec- tive management program (Darling-Hammond, 1997; Koegel, Koegel \& Dunlap, 1996; Skiba \& Rausch, 2006). Berliner (1985) observed that positively and clearly com- municating academic work expectations, programming for student success, and developing a hospitable and welcom- ing atmosphere bode well for all students and thus should be used to positively influence school and classroom climate. However, he sagely noted that although such conditions are essential they are not sufficiently powerful to eliminate the need for other management programs. As previously noted, an organized and structured envi-
UpStudy ThothAI Solution
Quick Answer
Step-by-step Solution
Enter your question here…