BEHAVIORAL MANAGEMENT IN FOURTH GRADE Each student is viewed as an important community member with an emphasis on inclusion and belonging.  All attempts are made to model dignity, respect, and appreciation of learning styles and where each child is in their stage of development.  Classroom practices reflect these beliefs in a "working with" rather than a "doing to" model of behavior management. Our goal is to support students in becoming self-managers, and students are encouraged to assess their own behavior and set personal goals.  Students are expected to behave in a respectful and responsible manner in the classroom.  To meet this expectation, students are provided on-going opportunities to complete tasks independently, make appropriate choices, evaluate their behavior, participate in many of the decision-making processes, and resolve conflict.  Students are coached in specific behavioral, communication and problem-solving strategies with adult guidance. Intrinsic motivation is encouraged, meaning doing something because there is value in doing it, not because there is a prize or tangible reward.  When students are intrinsically motivated, they are responsible and respectful.  They begin to say, "I want to learn because it is interesting," or "I will clean-up because we need a clean room," rather than, "What do I get if I do this?"  Therefore, students are expected to be accountable for their behavior, and if they are not, support and training are provided to help them learn to become self-managers.  External rewards, such as stickers and prizes are typically not used in the classroom to reward learning or behavior.