must be implemented at the beginning of the year and reinforced daily until it is instinctive. The Blue vs Orange Card Theory The blue card vs orange card theory was introduced by William Purkey, which suggests that students need supportive, encouraging statements to feel valuable, able, and responsible. "Many messages are soothing, encouraging and supportive. These messages are 'blue cards' - they encourage a positive self-concept. Other messages are critical, discouraging, demeaning. These cards are 'orange' - the international color of distress". The goal is to fill the students' 'file box' with more 'blue cards' than 'orange cards' to help with students' perspective of learning. Rote discipline Also known as "lines", rote discipline is a sanction used for behavior management. It involves assigning a disorderly student sentence or the classroom rules to write repeatedly. High Cards and Low Cards An intervention technique created by William Purkey, used by the teacher that gives students the level of management needed. Low cards are a less invasive intervention to address what is happening. Some examples of a low card intervention are: raising the eyebrows, staring politely at the student, moving closer to the student while continually talking, calling student by name and asking if they are listening. High cards are a strong intervention to address what is happening. Some examples include: sending student to the principal's office, keeping student after school, calling home. Systematic approaches Assertive discipline Assertive discipline is an approach designed to assist educators in running a teacher-in-charge classroom environment. Assertive teachers react to situations that require the management of student behavior confidently. Assertive teachers do not use an abrasive, sarcastic, or hostile tone when disciplining students. Assertive discipline is one of the most widely used classroom management tactics in the world. It demands student compliance and requires teachers to be firm. This method draws a clear line between aggressive discipline and assertive discipline. The standards and rules set in place by assertive discipline are supported by positive reinforcement as well as negative consequences. Teachers using this approach carry themselves confidently and have no tolerance for class disruption. They are not timid, and remain consistent and just. Constructivist discipline A constructivist, student-centered approach to classroom management is based on the assignment of tasks in response to student disruption that are "(1) easy for the student to perform, (2) developmentally enriching, (3) progressive, so a teacher can up the ante if needed,