Teachers' successful provision of levels of support to prevent and reduce problem classroom behaviors requires skillful application of research-based classroom and behavior management strategies. Among others, 2 teacher-centered strategies have been shown to decrease students' inappropriate behaviors and increase their appropriate behaviors: the delivery of teacher praise as positive reinforcement for students' appropriate behavior and the provision of high rates of opportunities for students to respond (OTR) correctly to academic questions, tasks, or demands. Consistent and appropriate use of teacher praise and increased OTR may serve as an important 1st step to establish predictable and positive classroom contexts that promote successful primary, secondary, and tertiary prevention and intervention supports. The authors present guidelines for increasing teachers' effective use of praise and OTR as a preventative measure for reducing problem behavior and increasing appropriate behavior in urban classroom settings. (Contains 3 figures.)