The goals of preventive strategies are to develop an appropriate and successful classroom for all students. The classroom should be a place where students feel comfortable and a place where students are in control of the behaviors and choices they make. Educators should always offer encouragement on a regular basis as it creates a supportive classroom environment. Encourage students to focus on their efforts rather than their achievements. Therefore students receive positive feedback for putting in the effort, but may not be successful in the task. Educators must also look for resources in each student as this encourages the student to display positive behavior exemplified by resources such as cooperation, perseverance, and loyalty (Edwards and Watts, 2004). In doing so, educators must establish a relationship of mutual respect not only by being kind to students but also by displaying an appropriate level of firmness. If educators and students work together on creating classroom rules at the beginning of the year there is a great chance that students will “own” them and understand the reason behind the rules (Edwards and Watts, 2004). Each rule should be accompanied by a logical consequence that should follow three different typologies, “you break it, you fix it” which is used in situations where a mess has been made or something has been broken, accidentally or on purpose. The consequence is that whoever is responsible for the problem will take responsibility for solving it (Responsive Classroom, 2014). It is an excellent opportunity for students to solve problems. “Loss of privilege” which is used when student behavior does not meet established expectations (Responsive Classroom, 2014). The consequence is that the study... at the center of the paper... will also be used to resolve conflicts. To resolve conflicts successfully, educators must speak in the present and talk about the problem rather than attacking the student (Edwards and Watts, 2004). After students are aware of their teachers' expectations, teachers must ensure that their requests are met. Educators should keep a record (APPENDIX) of students who consistently misbehave so that students are aware that their behavior is being monitored and that consequences will be applied. The success of the discipline plan depends on building and maintaining strong parental support (Edwards & Watts, 2004 ). To promote better support for parents, educators can contact them at the beginning of the school year explaining classroom expectations. After deciding the rules and consequences with the students, educators can send them home to their parents along with how the class will work.