In response to the research that has linked classroom behavior with academic performance, Lesson One provides teachers with tools to effectively diminish the prevalence of classroom disruptions. A review of the literature by Hoge and Luce (1979) indicates that patterns of positive classroom behaviors (attention, positive peer interaction, lesson participation, and rule compliance) are correlated positively with academic achievement. Lesson One instills classroom norms that value self-control, positive peer relationships, on-task behavior, and students’ pride in their own learning; all of which are scholastic attitudes that have been associated with the reduction of classroom misbehavior (Kaplan, Gheen, & Midgley, 2002). Fewer classroom discipline problems allow teachers greater opportunities to educate, while providing students with a stress-free atmosphere in which to learn. Interventions designed to promote social-emotional awareness and decrease discipline problems in elementary students result in reduced instances of office referrals, fewer whole-school discipline problems, increased teacher satisfaction in student behavior, and significantly improved reading and mathematics percentile rankings, all of which contribute to the promotion of positive school climate (Luiselli, Putnam, Handler, & Feinberg, 2005).