Behavior management can be a big obstacle for teachers. It is essential to have a good knowledge base on many behavior management strategies to prepare for when problems arise. Strategies used should always be research-based. By using research-based strategies, teachers have evidence to support their actions and practices. To put it simply, it's simply the smart thing to do. It provides support for classroom actions and implementation and gives the teacher information to follow so they have an idea of ​​what will happen in the classroom before implementing the strategy. Not to mention, many research-based strategies outline implementation methods. Countless strategies have been studied, but some of the most impressive fall into the category of positive behavior support, which provides positive reinforcement for good behavior while avoiding positive punishment in most cases. Effective Behavior ManagementStrategies for TeachersStudent behavior problems are a major concern for the public and administrators. , and teachers. Lack of effective behavior management prevents the creation of a positive and productive learning environment (Little, 2004, p. 323). Disruptive behavior is more than just a distraction; this negatively affects everyone in the class. Undisciplined conduct forces the teacher to waste classroom time trying to gain and maintain control of the room. As a result, less time is spent on academic teaching. Student achievement suffers when less time is devoted to academic instruction and task completion (Martini-Scully, Bray, & Kehle, 2000). In most cases of disruptive behavior, children do not have psychological problems like attention deficit disorder. ...... middle of paper ...... Studying with the good behavior game. Journal of Abnormal Child Psychology, 38, 869-882. Little, K., Little, S., & Gresham, F. (2004). Current perspectives on school-based behavioral interventions: Introduction to the miniseries. Journal of School Psychology, 33(3), 323-325.Martini-Scully, DD, Bray, MA, & Kehle, TJ (2000). A comprehensive intervention to reduce disruptive behavior among general education students. Psychology in Schools, 37(2), 149-156. Reinke, W.M., Lewis-Palmer, T., & Merrell, K. (2008). Classroom monitoring: A model of classroom-wide teacher consultation to increase praise and reduce disruptive behavior. School of Psychology Review, 37(3), 315-332. Wheatley, R., et al. (2009). Improving behavior through differential reinforcement: A praise rating system for elementary school students. Education and treatment of children, 32(4), 551-571.