This paper reports on a program to increase the effectiveness of English instruction with inner-city students involving the development of a systematic approach to classroom management. Implementation of the program included defining appropriate behavioral roles of teacher and students, providing positive consequences for appropriate student behaviors, maintaining accurate records of classroom behavior, and developing flexibility in managing classroom learning situations. The participants, 36 academic underachievers enrolled in two high school junior English classes, were asked to list behavior they considered inappropriate in the classroom and free time privileges they would enjoy. To decrease the high rate of inappropriate behavior, a system was established giving points for specified in-class activities that could be exchanged for 10 minutes of free time. To increase communication skills, students were asked to respond to a variety of stimuli in written and verbalized form. Independent study was used as a motivational device and teaching aid. Most students quickly began working and maintained a high level of appropriate behavior throughout the study; there was an increase in class attendance; and students were willing to complete academic tasks. The authors conclude that this study demonstrates that a single classroom teacher, through the systematic use of a student-centered behavioral management program, can produce positive changes in the behavior of a class of underachieving students. (PD)