While Jordan represents an extreme case and there are no guaranteed methods to reduce behavior problems to zero, there are some tried and true ways to reduce behavior problems in the classroom.

1. Provide extra adult attention and support before the behavior problem starts. The more adults you have in the classroom, the easier this it. The only day that year that Jordan did not get in a fight with another child was when his uncle visited the classroom on Reading Day. He got to sit on his uncle's lap, along with his little sister, and listen to the stories.
Every day can't be reading day and you won't always have an extra uncle in the classroom. You can make it a point to pay attention to each child every few minutes from the time they arrive. Not only does this attention relate to fewer behavior problems, but it also is a good way to stimulate language. "Good morning, Jordan. Is that fish on your shirt? What a nice shirt."

Of course, from a behavior modification standpoint, such attention also lets the child know that you are watching him and any misbehavior is likely to be caught and punished.

2. Explain the reason behind any rule or consequence to a behavior each time the rule is enforced. Yesterday, my daughter was complaining about a boy teasing her at school. Joking, I asked, "Did you punch him in the nose?" She answered very seriously, "It is better to use words than actions to solve a problem. I will use my words." Obviously, her teacher had required the children to repeat the rules back to her many times. You should also have them repeat the reason, "Somebody could get really hurt when you hit them. It will make them mad at you, and you'll have an even bigger problem than before."

3. Solve problems before they start. Unfortunately, many early childhood programs have one or two items, such as a little Tykes house or other play equipment that are much more attractive, nicer and newer than everything else. What happens? When the children go out to play, everyone wants to play in those (even Jordan). If you have been a teacher for a while, you can guess this is going to occur and children are going to fight over who gets to play. Before they go outside, or break up from circle time for the play areas, discuss this and how they are going to decide who gets to use those items in what order. Being a geeky math teacher for years, my way of doing it is to have every child put a card with their name on it in a hat and have one child pull the names out of who goes first, second, third and so on. Then we do the same for the next piece of equipment. Who would I have pull the names out for the first week? You guessed it, our little buddy Jordan. Children get an intuitive sense of random probability, something they won't put a name to until eighth grade when the teacher uses pulling names out of a hat as an example.

Next page, more methods to reduce behavior problems