In the attempt to improve achievement test scores, schools may overlook affective activities and events as well as processes and procedures that influence students in positive ways. The self-fulfilling prophecies held by teachers, administrators, and others for their students and the self-concepts the students hold for themselves are two major psychological notions that serve as a base for educational concerns. Using the mass of recent national reports on school improvement as its point of reference, this paper offers the following 10 strategies for improving the school climate: (1) make students feel important, (2) make students feel invited, (3) deal with needed changes in others from a positive point of view, (4) learn to make appropriate nonverbal cues, (5) get to know each student personally, (6) learn to empathize, (7) establish parameters, (8) use student-centered instruction, (9) learn to know and understand the difference between discipline and punishment, and (10) be enthusiastic about teaching. The references list eight citations. (MLF)