Rationale: Classroom management and community building continue to be major tasks for teachers in most schools today. It is important that teachers have information about how to organize and manage today’s diverse classrooms so as to maximize productive student learning and behavior and, just as importantly, to foster a community of which all students feel like meaningful, participating members. It’s equally critical that teachers reflect and understand the values they hold around “managing” or “facilitating” a classroom and understand how to translate their personal philosophies into a plan to effectively activate learning in their classroom. Teachers should be able to see the connections between their curricular and pedagogical approach and the level of engagement or disengagement students maintain in the classroom. Teachers should know how to determine students’ personal, psychological, and learning needs and how this translates into organizational, management, and community-building plans for the classroom. Teachers should value establishing positive teacher, student and peer relationships that help meet student needs and build a community from which all members feel support and to which they feel responsibility. They should be able to build communities out of the collection of students with which they work, in part by responding effectively to inappropriate student behavior and by encouraging students to examine their behavior in itself and in relation to the community.