AuthoritarianThe authoritarian teacher places firm limits and controls on the students. Students will often have assigned seats for the entire term. The desks are usually in straight rows and there are no deviations. Students must be in their seats at the beginning of class and they frequently remain there throughout the period. This teacher rarely gives hall passes or recognizes excused absences.Often, it is quiet. Students know they should not interrupt the teacher. Since verbal exchange and discussion are discouraged, the authoritarian's students do not have the opportunity to learn and/or practice communication skills.This teacher prefers vigorous discipline and expects swift obedience. Failure to obey the teacher usually results in detention or a trip to the principal's office. In this classroom, students need to follow directions and not ask why.At the extreme, the authoritarian teacher gives no indication that he\she cares for the students. Mr. Doe is a good example of an authoritarian teacher. His students receive praise and encouragement infrequently, if at all. Also, he makes no effort to organize activities such as field trips. He feels that these special events only distract the students from learning. After all, Mr. Doe believes that students need only listen to his lecture to gain the necessary knowledge.Students in this class are likely to be reluctant to initiate activity, since they may feel powerless. Mr. Doe tells the students what to do and when to do it. He makes all classroom decisions. Therefore, his style does little to increase achievement motivation or encourage the setting of personal goals.

Behavior modification is one of thefive main types of child discipline. It's based on an underlying principle that guides a lot ofdiscipline strategies. Its based on B.F. Skinners operant conditioning concept. Its a fairly straightforward process that uses a behaviorist approach to explain the science behind behavior change. Although it was based on research with lab rats, its definitely applicable to humans as well.Operant conditioning shows the impact that what happens right before (antecedents) and what happens right after (consequences) a behavior affects the likelihood of that behavior happening again. When it comes to discipline, parents can apply this principle by using reinforcement to encouragegood behaviorsto be repeated and punishment to discourage negative behavior from being repeated.Behavior modificationconsists of four main components;positive reinforcement,negative reinforcement, positive punishment and negative punishment. Its likely that most parents use some of these components as part of their discipline strategy already.Behavior modification is a great way to address a variety of behavior problems. It is often used toshape behaviorone step at a time. It can particularly effective when disciplining kids with ADHD, autism or oppositional defiant disorder.

Positive PunishmentPunishment is used to stop negative behaviors. Although it sounds confusing to refer to a punishment as positive, inoperant conditioning, positive means adding a consequence that will deter the child from repeating the behavior. Of course when it comes to discipline, its important to distinguish that there is adifference between consequences and punishment.Positivepunishmentshave a place in healthy discipline but they should not be relied on too heavily. When kids receive positive punishment too often, it can cause them to focus more on their anger toward their parents for the punishment rather than truly learning from their mistake and focusing on how to do things differently.One of the most common examples ofpositive punishmentisspanking. There is a lot of research that indicates that spanking can be detrimental to children and can increase aggression andother behavior problems. There are certainly manyalternatives to spankingthat dont involve physical discipline.Specific examples of positive punishment include: Parents give a child extra chores to do when he lies about cleaning his bedroom. A teenager is allowed to facenatural consequenceswhen his parents allow him to go to school without his homework done and he receives a zero. A child says a swear word and his parents tell him to write 100 sentences saying he will not swear again.Negative PunishmentNegative punishmentinvolves taking something away from a child that the child enjoys. Examples includetaking away privilegesor removingpositive attention. These can be veryeffective waysto help a child learn from mistakes.Specific examples of negative punishment include: A child is placed intime out for misbehaviorwhich removes him from the environment that he enjoys. A parent usesactive ignoringto withdraw all attention when a child exhibits atemper tantrum. A teenager loses her cell phone privileges when she comes home an hour late for her curfew.

Positive ReinforcementPositive reinforcement refers to giving a child something that will reinforce the behavior and motivate the child to repeat the behavior. Discipline that relies mostly onpositive reinforcementis usually very effective. Examples of positive reinforcement includepraise, areward system, or atoken economy systemand they can all be very effectivepositive consequences.Even much of our adult world relies on positive reinforcement. When adults go to work, they usually receive a paycheck at regular intervals. This paycheck reinforces their work and increases the likelihood theyll keep showing up to work.When kids dont receive positive reinforcement, they are less likely to repeat a behavior. A child who cleans his entire room without being asked might be very excited about his hard work. Yet, if no one acknowledges his hard work, hes less likely to want to clean his room again.Sometimes misbehavior can be accidentally given positive reinforcement. A child who yells and screams until his parents give him what he wants has just received reinforcement for histemper tantrum.Positive reinforcement works best when reinforcers are given at regular intervals. A young child may benefit from asticker chartwhere stickers are earned immediately after the behavior is exhibited. A teenager can usually delay gratification longer and can wait until the end of the week to receiveallowance money.Specific examples of positive reinforcement include: A child puts his dishes in the sink when hes done eating and his mother says, Great job putting your dish away before I even asked you to! A child earns time on hisvideo gamesfor completing his homework without arguing. A teenager receives an A on his report card which encourages him to keep studying.Negative ReinforcementNegative reinforcement is when a child is motivated to change his behavior because it will take away something unpleasant. A child who stops a behavior because his parent is yelling at him is trying to get rid of the negative reinforcer (the yelling). Negative reinforcement should be used sparingly with kids as it is less likely to be as effective as positive reinforcement.Specific examples of negative reinforcement include: A mother nags her son to do his chores every night so one night he decides to do his chores right when he gets home from school to avoid hearing her nag. A child has been getting into arguments with peers at the bus stop so his mother decides to go to the bus stop with him every day. He begins behaving at the bus stop so his mother wont wait for the bus with him. A teenager complains about not wanting to go to school the entire ride to school every morning. His father turns on talk radio loudly to drown him out. The next day the teenager stops complaining so his father wont turn on talk radio.

GROUP PROCESS

Classrooms are social settings; teaching and learning occur through social interaction between teachers and students. As teaching and learning take place, they are complicated processes and are affected by peer-group relationships. The interactions and relationships between teachers and students, and among students, as they work side by side, constitute the group processes of the classroom.Group processes are especially significant in twenty-first century schools. Group projects and cooperative teamwork are the foundations of effective teaching, creative curriculum, and positive classroom climate. Interpersonal skills, group work, and empathy are important ingredients of modern business, where employees must communicate well for their business to be productive and profitable. Group processes are also significant in modern global communities, where citizens must work together for a safe and secure world. Thus, along with teaching academic curriculum, teachers are expected to help students develop the attitudes, skills, and procedures of democratic community.Classroom as GroupA group is a collection of interdependent, interacting individuals with reciprocal influence over one another.Interdependentmeans the participants mutually depend on one another to get work done; the teacher's part is to teach as the students strive to learn.Reciprocal influencerefers to mutual effects exchanged and felt by the same people. In classrooms as few as two people can form groups, as long as the paired individuals have reciprocal influence through communication and mental contact. When the teacher engages the whole class in a learning activity common to all, then everyone forms into a single group, or as Herbert A. Thelen wrote, a "miniature society." Although the teacher and students of one class can be a whole group or from time to time many subgroups, groups are not simply people in proximity, such as a host of screaming students at a concert, or categories of individuals with something in common, such as the blondes and redheads of a school.A group is also defined by its goals and structures. Goals are jointly held outcomes toward which group members work; structures are group roles taken regularly by members as they carry out the work. Groups seek to accomplish task or work goals and social-emotional or morale goals. Classroom groups become more successful as they pursue both task and social-emotional goals.In most classrooms learning academic subject matter is a valued task goal, while developing a positive climate is a valued social-emotional goal. The class that accomplishes both is stronger than the class that reaches only one. In a parallel way group structures are made up of formal or official roles and informal or unofficial roles. Many classrooms have the formal roles of teacher, aide, student, administrative supporter, and parent helper along with the informal roles of leader, follower, friend, isolate, and rejectee. Classes with clear and understandable formal roles and nurturing and supportive informal roles are stronger than classes with just one or the other.A Social-Psychological ViewSocial-psychological research helps one form an understanding of the place of group processes in the classroom. The students of a class form a miniature society with peers, teacher, and aides in which they experience interdependence, interaction, common striving for goals, and structure. Many subgroups in the class affect how the larger classroom society works and how individuals relate to one another. Students interact, formally and informally, with teachers, aides, and one another. The informal interactions usually are not discussed even though they can be very important to everyone. Students work on the curriculum in the physical presence of one another to grow intellectually, behaviorally, and emotionally. Their informal roles of friendship, leadership, prestige, and respect affect how they carry out formal aspects of the student role. The informal relationships among students can be charged with emotion; an interpersonal underworld of peer group affect is virtually inevitable for all students.While the class develops, informal relationships with peers increase in power and poignancy; the students' definitions and evaluations of themselves become more vulnerable to peer-group influence. Each student's self-concept is susceptible to change within the classroom society, where informal peer interactions can be either threatening or supportive. In particular, the social motives of affiliation, achievement, and power have to be partly satisfied for each student to feel comfortable and secure. The negative conditions of loneliness and rejection, incompetence and stupidity, powerlessness, and alienation arise when these three motives are frustrated. The more supportive peer relations are in satisfying these motives, the more likely students' learning and behavior will be enhanced. Having students work interdependently toward jointly established goals in supportive, cooperative learning groups can increase their compassion for one another, self-esteem, positive attitudes toward school, and academic learning.Classroom ClimateClassroom climate refers to the emotional tones associated with students' interactions, their attitudinal reactions to the class, as well as to students' self-concept and their motivational satisfactions and frustrations. Climate is measured by observing physical movements, bodily gestures, seating patterns, and instances of verbal interaction. Do students stand close or far away from the teacher? Are students at ease or tense? How frequently is affective support communicated by smiles, winks, or pats on the back? Do students move quietly with measured steps to their desks, or do they stroll freely and easily, showing the class feels safe? Are students reluctant to ask the teacher questions? How do students relate to one another? Are they quiet, distant, and formal, or do they walk easily and laugh spontaneously? How often do students put a peer down or say something nice to one another? Do students harass or bully other students? How often does fighting erupt? How often does peacemaking occur? Are sessions run primarily by the teacher or do students also take the lead? Do seating patterns shift from time to time, or do they remain the same, regardless of the learning activity? Are students working together cooperatively?A positive climate exists when the following are present: (1) leadership occurs as power-with rather than power-over; (2) communication is honest, open and transactional; (3) high levels of friendship are present among classmates; (4) expectations are high for the performance of others and oneself; (5) norms support getting academic work done well and for maximizing individuals' strengths; and (6) conflict is dealt with constructively and peacefully. Although each of these six properties of climate can be important by itself, positive climate is an ensemble of all of them. Climate describes how each property is integrated with the others. It summarizes group processes that a teacher develops when interacting with students and how the students themselves relate with one another. Climate is what the behavioral actions are in working toward curriculum goals; it is how curriculum materials are used through human exchange; and it is styles of relating among members of the classroom group. In classrooms with positive climates we find students and teachers collaborating to accomplish common goals along with feelings of positive self-esteem, security, and warmth. We also find students influencing the teacher and their peers, high involvement in academic learning, and strong attraction for one's classmates, curriculum, and school.Teaching StrategiesRonald Lippitt and Ralph White, with guidance from Kurt Lewin, observed effects on youth of three leadership styles: autocratic, democratic, and laissez faire. Autocratic leaders made all decisions about group goals and work procedures. Democratic leaders specified group goals, but urged group members to decide among alternative ways of working. Laissez-faire leaders abdicated authority, permitting youth to work as they pleased. Groups with democratic leaders performed best with high quality work output and high morale. Autocratically lead groups had high quality work output, but low morale. Groups with laissez-faire leaders performed worst overall. Classroom research has shown that although autocratic teachers can get students to accomplish high amounts of academic work, they also create conformity, competition, dependency, and resentment. Students of democratic teachers accomplish both a great deal of excellent academic work, and establish positive social climates.Effective communication is key in understanding differences between autocratic and democratic teachers. Autocratic teachers use one-way communication in persuading students to accept learning goals and procedures as well as rules for classroom behavior; such unilateral direction giving is often an ineffective way of transmitting information. Democratic teachers use two-way communication often to encourage students to participate in making decisions for themselves and in establishing group agreements for classroom procedures. By using transactional communication whereby students and teachers reciprocate in trying to understand one another, democratic teachers help build a climate that is participatory, relaxed, personal, and supportive. Attributes of democratic teachers who are effective transactional communicators are receptiveness to students' ideas, an egalitarian attitude, openness, warmth, respect for students' feelings, sensitivity to outcasts, a sense of humour, and a caring attitude.Such participatory teachers understand that friendships in the classroom peer group cannot be separated from teaching and learning; friendly feelings are integral to instructional transactions between teachers and students and among students. Students who view themselves as disliked or ignored by their peers often have difficulty in performing up to their academic potential. They experience anxiety and reduced self-esteem, both of which interfere with their academic performance. As outcasts they might seek revenge, searching for ways to be aggressive toward teachers and peers. By watching their teacher interact with the class, students learn who gets left out and who gets encouragement and praise. Teachers can help rejected students obtain peer support by giving them an extra amount of encouragement and praise in front of their peers, and by assigning them to work cooperatively with popular classmates. Teachers with friendly classes see to it that they talk and attend to every student rather than focusing on a few, and often reward students with specific statements for helpful and successful behavior; they seek to control behavioral disturbances with general, group-oriented statements.Also central to positive climate are the expectations that teacher and student hold for one another. Teachers' expectations for how each student might behave are particularly important because they affect how teachers behave toward that student. Thus, teachers should engage in introspection and reflection to diagnose their expectations, and obtain feedback from colleagues about how they are behaving toward particular students. Teachers should also use diverse information sources to understand what makes their students behave as they do. In particular, teachers should reflect on their expectations and attributions toward blacks and whites, girls and boys, students of different social classes and ethnic groups, and at-risk or students with disabilities. Teachers should deliberately seek new information about student strengths in order to free themselves of stereotypes.Classroom norms form when most students hold the same expectations and attitudes about appropriate classroom behaviors. Although norms guide students' and the teacher's behavior, they are not the same as rules. Rules are regulations created by administrators or teachers to govern students' behavior; they might or might not become group norms. Student norms frequently are in opposition to teachers' goals, and can become counterproductive to individual student development. Teachers should strive to help students create formal group agreements to transform preferred rules into student norms. In particular, cooperative peer-group norms enhance student self-concept and academic learning more than do norms in support of competition.Conflict, natural and inevitable in all groups, exists when one activity blocks, interferes, or keeps another activity from occurring. Conflicts arise in classrooms over incompatible procedures, goals, concepts, or interpersonal relationships. The norms of cooperation and competition affect the management of conflict differently. With cooperative norms students believe they will obtain their self-interest when other students also achieve theirs. Teachers should strive, therefore, to build a spirit of teamwork and cooperation in their classes, so that students will feel that it is in their self-interest to cooperate with their peers. When a competitive spirit exists, particularly when students are pitted against each other to obtain scarce rewards, a student succeeds only when others lose. In the competitive classroom, interpersonal conflict will arise frequently between students.For teachers to build and maintain successful classrooms with high student achievement and positive social climate, they should attend to their leadership style, communication skills, friendliness and warmth, expectations and stereotypes of students, tactics for establishing student group agreements, and their skills in managing conflict.

Week 4

Assertive Discipline Theory

Lee and Marlene Canter developed the Assertive Discipline model after observing that effective teachers acted assertively; these teachers expressed their expectations to their students and were prepared to act if those expectations werent met. (Baron 1992) The Canters believed that teachers were in charge of the classroom and had the right to teach without interruptions, and they offered the following value statements as they relate to the classroom teacher:

You have the right and the responsibility to establish rules and directions that clearly define the limits of acceptable and unacceptable student behavior. You have the right and responsibility to be supportive of those students who are not disruptive. You have the right and responsibility to teach students to consistently follow these rules and directions throughout the school day and school year. You have the right and the responsibility to ask for assistance from parents and administrators. (Wolfgang 2005, p. 82)The Canters developed the Assertive Discipline model based on the premise that students choose to behave as they do, and therefore the school environment should be structured in such a way that students choose to behave in an acceptable manner. (Charles 2008) In addition, administrators and parents are expected to support the teacher in enforcing the pre-set rules.The Assertive Discipline plan has three steps:1. Establish rules that students must follow at all times. These rules must be observable and enforceable. They must be clearly conveyed to the students ahead of time.2. Develop supportive feedback that students will consistently receive for following the rules. Feedback can be given in various forms such as praise, positive notes and phone calls home, awards, rewards, and special privileges. The emphasis is on reinforcing the positive behavior of students rather than giving attention to the misbehaving student.3. Define corrective actions that the teacher will consistently use when a student chooses not to follow a rule. The corrective actions must be clearly stated to the student so that the student understands that he or she chose the actions by breaking the rules. Actions begin fairly mild and increase in severity. For instance, from a warning for a first infraction to staying in class after the bell has rung to a call to parents to a trip to the principals office for several infractions. (Wolfgang 2005; Baron 1992)

Assertive Discipline Assertive discipline is a structured, systematic approach designed to assist educators in running an organized, teacher-in-charge classroom environment. To no one's surprise, Lee and Marlene Canter, when consulting for school systems, found that many teachers were unable tomanage theundesirable behavior that occurred in their classrooms. The Cantors, rightfully so, attributed this finding to a lack of training in the area of behavior management. Based on their investigation and the foundations of assertiveness training and applied behavior analysis, they developed a common sense, easy-to-learn approach to help teachers become the captains of their classrooms and positively influence their students' behavior. Today, it is the most widely used "canned"(prepared/packaged)behavior management program in the world. Assertive discipline has evolved since the mid 70's from a ratherauthoritarian approach to one that is now more democratic and cooperative. The Cantors believe that you, as the teacher, have the right to determine what is best for your students, and to expect compliance. No pupil should prevent you from teaching, or keep another student fromlearning. Student compliance is imperative in creating and maintaining an effective and efficient learning environment. To accomplish this goal, teachers must react assertively, as opposed to aggressively or non assertively.Assertive teachersreact confidently and quickly in situations that require the management of student behavior. They are supported bya few clearly stated classroom rules that have been explained, practiced, and enforced consistently. They give firm, clear, concise directions to students who are in need of outside guidance to help them behave appropriately. Students who comply are reinforced, whereas those who disobey rules and directions receive negative consequences. Assertive teachers do not view students as adversaries, nor do they use an abrasive, sarcastic, hostile style (as with"hostile" teachers). Neither do they react in a passive, inconsistent, timid, non-directive manner (as with"non-assertive" teachers). Assertive teachers believe that a firm, teacher-in-charge classroom is in the best interests of students. They believe that the students wish to have the personal and psychological safety experienced when theirteacher is highly competent in directing behavior. The Canters state that society demands appropriate behavior if one is to be accepted and successful. Therefore, no one benefits when a student is allowed to misbehave. The Canters say that teachers show their concern for today's youth when they demand and promote appropriate classroom behavior. Additionally, educators have the right to request and expect assistance from parents and administrators in their efforts. Assertive discipline provides strategies for gaining this support.For example, to gain the support of administration, write your rules, positive consequences, and a list of penalties. The list of negative consequences moves from official warning/cease-and-desist order, to removal from the classroom. In between are sequentially more punitive outcomes for failure to comply with the teacher direction. (You can find out more about setting up your classroom management plant inside the "Free podcasts & videos" button on the home page of BehaviorAdvisor.com Scroll down to "Setting up your classroom management system)Once you have your written document, schedule an appointment with the person in charge of discipline (Dean of Students, Assistant Principal). Present your plan. If it receives a positive review, say "Thank you", and mention that the step that follows the last one on your list is a visit to "the office". If the administrator backs off from the support for your plan, ask what needs to be done to gain his/her backup to your plan. Work together to create a system in which you do your best to address misbehaviour in your classroom, but can be assured of admininistrative support if the youngster is non-responsive to your in-class attempts to help him/her display appropriate behavior. More than being a director, assertive teachers build positive, trusting relationships with their students and teach appropriate classroom behavior(via direct instruction...describing, modeling, practicing, reviewing, encouraging, and rewarding)to those who don't show it at present. They are demanding, yet warm in interaction; supportive of the youngsters; and respectful in tone and mannerisms when addressing misbehaviour. Assertive teachers listen carefully to what their students have to say, speakpolitely to them, and treat everyone fairly(not necessarily equally).

How to Use Assertive Discipline1.Dismiss the thought that there is any acceptable reason for misbehavior(Biologically based misbehavior may be an exception).2.Decide which rules you wish to implement in your classroom. Devisefour or five rulesthat are specific and easily understood by your students.(For more on making rules, see the home page link on"How to create your own behavior management system"or the video podcast on this topic)3.Determine negative consequences for noncompliance(You will be providing a consequence EVERY TIME a student misbehaves). Choosethree to six negative consequences(a "discipline hierarchy"), each of which is more punitive or restrictive than the previous one. These will be administered if the student continues to misbehave. The Canters recommend that you NOT continue punishing if talking with the youngster will help to defuse the situation.(For more on making and implementing consequences, see the home page link on"How to create your own behavior management system")4.Determinepositive consequencesfor appropriate behavior. For example, along with verbal praise, you might also include raffle tickets that are given to students for proper behavior. Students write their names on the cut up pieces of paper and drop them into a container for a daily prize drawing. Even if a student is having a bad day, there is a reason to improve...s/he might get a ticket and have a chance at winning the raffle prize. Others might receive notes of praise to be shown to their parents. Group rewards are also used. A marble might be dropped into a jar for each predetermined interval that the class as a whole has been attentive and respectful. When the jar is full, a special event is held. Some assertive teachers write a letter of the alphabet on the board for each period/activity of good group behavior. When the letters spell "Popcorn Party"(or some other activity), that event is held.5.Conduct a meeting to inform the students of the program. Explain why rules are needed. List the rules on the board along with the positive and negative consequences. Check for understanding. Review periodically throughout the year(especially soon after implementation of the program)in order to reiterate important points and consolidate the program.6.Have the students write the rules and take them home to be signed by the parents/guardians and returned(optional depending on age of students, chances of forms being reviewed and returned, etc.). Attach a message explaining the program and requesting their help.7.Implement the program immediately.8.Become skilled in the use of other assertive discipline techniques:a.Communicate your displeasure with a student's misbehavior, but then be sure to tell the studentwhat s/heshould be doing. For example, consider: "Bill, please putthe pencil down on the deskand pass your paper forward." Notice that the teacher told the student whatto do.Oftenstudents contineto display inappropriate behavior when they have been told to discontinue it because they do not know what theyshould be doing. Now that you have given a direction, you can reinforce the student for compliance or punish him or her for noncompliance. Be sure to add emphasis to your directions by using eye contact, hand gestures, and the student's name.b.Recognize and quickly respond toappropriatebehavior. This quick action will encourage the students to display the desired behavior more often. Be aware that some students may need to be reinforced quietly or non-verbally to prevent embarrassment in front of peers.c.Learn to use the "broken record" technique. Continue to repeat your command(a maximum of three times)until the student follows your directions. If directions are not followed at that point, the sequential list of penalties is implemented. Do not be sidetracked by the student's excuses.Consider this example of the procedure: Teacher: "Vince, you have work to do. Get away from that window and sit in your seat." Student: "But I want to see the cop give that guy a ticket."(Now you have to make a choice: Is this incident a"teachable moment", in which everyone could go to the window and we could teach about law enforcement, greivances in court, insurance rates, etc.; Or is it important at thistime for everyone to beworking on something elsemore essential?) Teacher: "I understand, but I want you to sit down now." Student: "'Just one minute, OK?" Teacher: "'No, Vince, I want you to sit down now." Student: "Aw, OK."Nice kid. If the command is not followed, you might issue achoiceto the student. This can be done after the first, second, or third request. Give the student a choice between following the command or facing a consequence for disobedience. For example: "Vince, you have a choice. You can sit down now or you'll sit with me after school(or during recess)." If you find it necessary to implement the consequence, make it clear to the student that s/he made the decisionas to which option would occur. The consequence should be administered quickly and in a calm, matter-of-fact manner. In the above situation, you would move through your list of negative consequences until the student complies.d.Learn to use the "positive repetitions" technique. This is a disguised way of repeating your rules so that all students know what to do(This procedure appears to be a restatement of Jacob Kounin's "ripple effect" strategy). Repeat the directions as positive statements to students who are complying with your commands(e.g. "Jason raised his hand to be recognized. So did Harold and Cynthia. Thanks you.").e.Use "proximity praise"(also appears to have been borrowed from Jacob Kounin).Instead of just focusing on the misbehaving students, praise youngsters near them who are doing the correct thing. It is hoped that the misbehaving students will then model that appropriate behavior(Kounin's "ripple effect"). The comments can be made specific and obvious for younger students. More subtle recognition is required for adolescents.f.Make use of proximity control; moving toward misbehaving students(indicated moreso for younger kids). Invite(pre)adolescents into the hallway to "talk" to avoid embarrassment in front of peers(and the negative behavior that will most likely result if you engage in public chastisement).g.If kids don't presently possess desired classroom behaviors, teach them! This instruction involves more than just giving commands. Teach and roleplay actions in order to promote responsible behavior(see thepage on this site titled "Teaching social skills to kidswho don't have them")