To reduce disruptive behavior in class, Mr. Byrne has two main options. He could use positive punishments that go beyond mere scolding -- things like adding extra homework for those who misbehave, increasing in-class work, making kids feel ashamed by singling them out or putting them out of the classroom, and even going as far as to do actual physical punishment (if the school allows mild striking). The kids will want to avoid these and will do so by not being disruptive. Mr. Byrne can also use negative punishments that withdraw pleasure -- things like taking away free time, separating the disruptive classmates from each other (move them to different desks) so that their capacity to interact is gone, giving detentions which remove fun time, and confiscating cell phones and video games or other items that bring the student joy. If they know they will lose something they want, they will be less likely to engage in acts that will lead to such consequences. Both of these methods may be effective in reducing disruptive behavior.
To...
Byrne can use reinforcements. When the cooperative behavior occurs, Mr. Byrne should reinforce it positively with things like verbal praise, affirmation, and other statements that make the student feel good for acting well and give them a sense of pride or satisfaction. He could also give them physical rewards -- prizes they can win or special temporary privileges that make them feel good, like being a group leader or a hall monitor. Another way of increasing cooperation is to withdraw unpleasant things when the good behavior occurs. For example, if the class is kept out of break time because of bad behavior, but during that time they behave well, Mr. Byrne could let them out earlier than he said. Or he could assign homework at the beginning of class, but then cancel it if the class behaves well. These are good ways of reinforcing constructive behavior. The students are more likely to cooperate.
Bibliography
Skinner, B.F. (1953). Science and Human Behavior. New York: Macmillan.
