Answer to Question 1
(a) Reinforce behaviors that are incompatible with aggression, noncooperation, defiance, stealing, and lying. (b) If punishment is deemed necessary, it should be administered immediately by someone who has a warm relationship with the child, such as the classroom teacher, not the principal or some other authority figure who has little relationship with the child. (c) Explain the reasons behind classroom rules at the beginning of the year and again when there is an infraction. Children need to hear why an act is wrong, why they should feel guilty, and what they can do to make up for the transgression and/or what behavior would have been appropriate in the situation. Children need to have words put in their heads that they can use to mediate their behavior if they are to exert self-control when faced with provoking or tempting situations. (d) Provide opportunities for children to be models of restraint for others. They might present role-playing skits to younger children on how to handle various situations, be part of a school-wide committee that sets policies, or be given an opportunity to take charge of a group of peers in the teacher's absence. (e) Provide adult-modeling of self-control by showing restraint in provoking situations and by modeling honesty whenever dealing with the administration, children, or parents. (f) Establish a warm relationship with students. Research shows that a warm adult is a more effective model, reinforcer, and punisher. Showing real concern for each student and developing a rapport is likely to pay off for the teacher and the students. In the long run, more time can be spent in positive interactions and less time on discipline.
Answer to Question 2
B
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