Effective classroom management strategies for successful student learning

Teaching -- Classroom Management

Discipline in Classroom - Problems and Solutions

Classroom management is the phrase that teachers use to explain the act of managing their classroom and students to make sure those stressful and non-educational circumstances are avoided and students learn subjects successfully. Classroom management entails more than the management and discipline of the students but also the accessibility of additional information on topics. Effective classroom management will make life less traumatic for teachers and make sure that students are given the right tools and a calm atmosphere in which to learn (Diamond, 2011).

Classroom management often differs from one teacher to another for the reason of the teacher's qualities, teaching methods, vigilance and amount of students in the classroom at any given time. Effective classroom management entails teachers being ready for lessons, inspiring students, offering appropriate and effectual discipline, making students feel contented, enhancing student self-esteem and conniving positive and entertaining lessons (Diamond, 2011).

The key to beginning a school year off with successful classroom management is to start the year by teaching the students the behaviors and conduct expected of them in the classroom. Teachers should convey a syllabus to older students or give details about procedures to small children. By making rules and procedures the main concern the first few days of school and making clear each rule and procedure with authority, teachers can successfully enforce their needs for an appropriately managed class (Diamond, 2011).

Another effective classroom management practice is displaying assurance in all actions. A teacher who demonstrates confidence rather than nervousness will achieve more in the classroom and gain the admiration of the students. Confidence helps teachers in terminating needless conversations, off-topic discussions and troublesome behavior (Diamond, 2011).

Students act and learn in dissimilar manners for the reason of hereditary factors, the surroundings in which they live, or their own personal or psychological requirements. A lot of times, when a student feels that their needs are not being met, such as the need for notice, they often act up. As a result, teachers need to comprehend why students behave as they do so that we can try to avert misbehavior before it takes place and use an assortment of dissimilar ways to steer their behavior in a positive way. Classrooms can then become comprehensive, friendly, and pleasurable places for all students to learn, and ones in which misbehaviors are uncommon. Teachers can therefore spend more time teaching and learning with their students (Positive discipline in the inclusive, learning-friendly classroom: a guide for teachers and teacher educators, 2006).

Every classroom brings its own exclusive set of challenges and experiences with students and parents, as well as with other school personnel. New instructors achieve classroom management knowledge by practicing methods, being willing to learn from their errors, and getting feedback from other professionals. Even experienced instructors face unforeseen and difficult challenges. Consistency, equality, and common sense unite to rule the day, when an instructor faces the most troubling situations (Hoy, 2010).

Teachers should make sure that they set expectations early on and frequently. They should communicate school rules and procedures, as well as classroom etiquette, occasionally throughout the school year. They should continually watch classroom discussions, both officially and unofficially. The environment needs to be structured so that it endorses cooperative behavior. Teachers need to avoid laying down rules and penalties that they are unable to put into effect. Students are more apt to assist when they feel they are part of the decision-making procedure (Hoy, 2010).

Teachers can improve behavior management know-how by practicing skills that diminish misbehavior. It is important to detect and redirect misbehavior at the first onset, before it becomes a serious disturbance. Teachers should move close to the offending student, having constant eye contact, while giving a nonverbal sign to discontinue the behavior. They must give a short verbal cue or call out the student's name. The applicable rule should be restates or the proper behavior should be stated in order to redirect the student's behavior. The teachers should always be firm and direct while being respectful to the student (Hoy, 2010).

Teachers can have achievement with children in their classrooms. In order to do this they have to have support from co-workers as well as continually put into practice behavioral plans and classroom management methods. This research project aims to find out the most effective techniques for managing students and to provide support for the teachers educating them. The main research question, which is going to be looked at in this research paper, is the following:

What is the most effectual classroom teaching strategies dealing with discipline?

In this research an overview of works will be examined. These will include the books, newspaper articles and results of previous research. These sources will help to identify a best individual teaching strategy and to give essential explanation and support for the data.

Literature Review

The matters of school aggression and discipline have acquired popular awareness in the United States in recent years because of the passage of the Gun Free Schools Act of 1994 and the school shootings at Columbine, Colorado and Paducah, Kentucky (Austin, 2003). As a consequence, many discussions and ponderings related to student discipline have been produced in the educational arena across a variety of parts of the United States. For example, George, Harrower, and Knoster (2003), Hester, Gable and Manning (2003), Lapointe and Frederic (2004) and Newman-Carlson and Horne (2004) have highlighted that bad student discipline at the middle school level is a mounting dilemma. These researchers pointed out that teachers, administrators, and other educators grumbled that bad discipline in public middle schools has a pessimistic effect on the procedure of teaching and learning. This was particularly evident in schools where there were no effectual behavior involvement or discipline support schemes (George, Harrower & Knoster, 2003; Hester, Gable & Manning, 2003; Lapointe & Frederic, 2004; Newman-Carlson & Horne, 2004). Additionally, American educators think that bad discipline and other appearances of disorderly behavior in America's public schools are serious, all-encompassing problems that compromises student learning. It has been alleged that such troubles were driving a considerable amount of teachers out of the profession (Public Agenda Organization, 2004).

Reports put out by the Public Agenda Organization (2004) have shown that students' misbehavior, which comprises disorderliness, disregard, intimidations, threats, bullying, talking out, tardiness, and rudeness, were frequent and classic behaviors that were influencing the learning environment of public schools. As a result, the suspension rates have augmented considerably over the last few years (Sullivan, 2008). For instance, between 2000 and 2005, suspensions for more serious things lasting for six days to one year rose by more than seventy-six percent, from 8,567 to 15,090, and the ensuing penalties can be overwhelming for the academic expansion of students (Sullivan, 2008). This is for the reason that the stakes were greater for students' performance on achievement assessments. The fact lingered though that students who habitually challenged genuine school rules and power were stopping the bulk of students from learning and teachers from teaching (Sullivan, 2008).

Additionally, just about eight in ten teachers have noted that in their pursuit to preserve order and discipline, they were frequently told by students that they have rights and that their parents can sue (Public Agenda Organization, 2004). As a consequence, the current legal system and probable repercussions for teachers damaged the course of maintaining order in schools by facilitating parents and students to cash in on the system. Supporters and educators has said that the legal system must struggle to attain a balance between the asserted rights of people and the rightful interests of humanity (Public Agenda Organization, 2004).

In a study done by Akin-Little, Little and Laniti, (2007), a survey was undergone with teachers' classroom management practices in the United States and Greece. The United States sample was made up of one hundred and forty nine teachers in Arizona, Illinois, Louisiana, Mississippi and Alabama. The Greek sample consisted of ninety seven teachers in Athens and the surrounding region. The survey asked questions in regards to teachers' utilization of important classroom management principles like rules and other classroom management procedures. Answer of the teachers in the two samples were extremely alike which indicates that; in general, teachers are reporting the utilization of empirically authenticated classroom management practices like rules and positive reinforcement in comparatively high amounts.

For most new teachers in the Netherlands, troubles with discipline in the classroom are their first apprehension. Throughout the first couple of years of their career they either expand sufficient strategies for classroom management which will assist them to generate and uphold an affirmative working environment in their classrooms or leave the profession. In a study done by Bradley, (2011) it is examined to see how interactive cognitions relate to teacher insights of student behavior and how these cognitions influence teacher behavior. The consequences of this project contributed to efforts intended at assisting student and new teachers in figuring out a more positive working environment in their classrooms. Data was collected using approaches like interviews based on the watching of video vignettes, interviews after acting in response to these vignettes, surveillance in the classroom, enthused recall interviews, and questionnaires. Theories on social cognition were united with the system's advance to communication and was then be interpreted or applied to the field of teacher's interactive cognitions and classroom communication procedures. The project was based on twenty five years of long tradition of research in the Netherlands, in which communication procedures between teachers and their students in secondary classrooms were studied. In this research it was found that students' perceptions of their teachers' interpersonal approach were not only related to the working atmosphere in classrooms, but also to students' cognitive and affective learning outcomes. In addition, this research showed significant differences between new and expert teachers' behavior, resulting in a more optimistic working environment in expert teachers' classrooms (Bradley, 2011).

Methods

This study utilized a secondary research method of academic investigation. Various existing literature was examined in order to answer the research question at hand. This method allowed for gathering current knowledge available in order to define the issues surrounding classroom discipline and explore the solutions that work the best.

Results

The attraction is forever there to take the fast way out by way of severe penalty in order to try and stop, but not automatically correct, a student's misbehavior. It has been found though, misbehavior and the use of punishment can be prohibited when one creates a well put together learning atmosphere in which the students are concerned and energetic in their learning (Positive discipline in the inclusive, learning-friendly classroom: a guide for teachers and teacher educators, 2006).

One way to create this learning environment is by way of an inclusive, learning-friendly classroom. The objective of an inclusive, learning-friendly classroom is lively students. Students who vigorously and pleasantly contribute in classroom learning have less disciplinary troubles. They want to be there, and they will do anything necessary to stay there (Positive discipline in the inclusive, learning-friendly classroom: a guide for teachers and teacher educators, 2006).

Consistency Management & Cooperative Discipline (CMCD) is a research-based, classroom and school reform mold that builds on collective accountability for learning and classroom organization amid teachers and students. The program works well with geographic feeder schools from pre-kindergarten through twelfth grade that comprises all students, teachers and administrators in one specific area of the city. The program offers constant messages to students about what it means to be self-disciplined. Messages that are altered every year or are not in agreement for every classroom reduce discipline and accomplishment (Consistency Management & Cooperative Discipline, 1998).

Consistency Management & Cooperative Discipline also offers a sustainable message for all who work with students: administrators, teachers, specialists, aides, cafeteria workers, and bus drivers. The project gives support to educational professionals and staff over a three-year period by way of staff development, school-based facilitators, and continuing research data on student and teacher viewpoints of school environment and discipline recommendations to the office. The teacher is capable to generate a reliable but supple learning atmosphere and unite with the students in setting up a supportive plan for classroom rules, measures, utilization of time, and academic learning that governs the classroom, all within an emergent democratic arrangement. Classrooms and schools are characteristically the last place one finds democratic philosophies, but they should be the first (Consistency Management & Cooperative Discipline, 1998).

The Consistency Management & Cooperative Discipline idea is made up of five themes in order to build resilience:

Prevention - classroom management is trouble avoidance rather than problem solving, therefore dropping the necessitate for intervention

Caring - a caring atmosphere is the basis for school reform. Students want to know how much teachers care, not how much they know

Cooperation - moving from tourists to citizens leads to ownership, participation and bigger occasions for student self-discipline

Organization - classroom organization is a shared accountability that adds important teaching and learning time and builds student ownership and self-discipline

Community - a group of parental and community participation activities and events are essential to link school with home and meet the requirements of the changing American family.

Each of these themes comprises strategies and activities that permit students to become real associates in the classroom. The definition for the Consistency Management & Cooperative Discipline program is developing. It is being extended by those most intimately affected by the program teachers, students, administrators and parents. This development is also being fashioned by longitudinal research studies of classroom atmospheres, discipline and learning (Consistency Management & Cooperative Discipline, 1998).

Another approach is the Positive Discipline Parenting and Classroom Management model which is intended at developing equally respectful associations. Positive Discipline teaches adults to make use of compassion and determination at the same time, and is neither disciplinary nor lenient. The utensils and notions of Positive Discipline include:

Mutual respect - adults' mold firmness by respecting themselves and the needs of the circumstances, and compassion by respecting the requirements of the child.

Identifying the belief behind the actions - effective discipline distinguishes the reasons kids do what they do and works to alter those beliefs, rather than simply attempting to alter behavior

Effectual communication and problem solving abilities

Discipline that educates and is neither lenient nor disciplinary

Focusing on answers instead of penalty

Support instead of honor - support notices effort and improvement, not just achievement, and builds lasting self-esteem and empowerment.

Exclusive characteristics of the Positive Discipline Model also include:

Teaching adults and students by way of experiential actions. Producing opportunity to put into practice new skills and to have fun learning by doing

Classroom discipline programs and parent teaching programs that are reliable. Parents, teachers, and childcare providers can work jointly to offer a safe, reliable atmosphere for students

Reasonably priced training and ongoing support so members of societies can teach each other affirmative discipline skills

Certified trainers across the nation who can work with schools and communities

The Positive Discipline Parenting and Classroom Management Model are founded on the works of Alfred Adler and Rudolf Dreikurs. Dr. Adler first initiated the idea of parenting education in the United States in the 1920's. He supported caring for children respectfully, but also disputed that spoiling and pampering children was not encouraging to them and resulted in social and behavioral dilemmas. The classroom methods, which were initially introduced in Vienna in the early 1920s, were brought to the United States by Dr. Dreikurs in the late 1930's. Dreikurs and Adler refer to this kind and firm advance to teaching and parenting as democratic in nature (What is Positive Discipline, 2011).

Discussion

The concern about discipline is almost always on a separate path in the public arena. But it is innermost to the matters of raising student accomplishment, meeting national education objectives, and enhancing U.S. achievement in international evaluations. In modern years, many policy proposals have come out to deal with the dilemma of disorder in America's schools. While the offending behavior of students has been an apprehension for many years, it established particular attention with the expansion of the National Education Goals. In reply, policymakers have planned various and assorted reforms, comprising requiring students to wear uniforms, showing zero tolerance to gangs, placing students in small schools or schools within schools, hiring more security guards, and sustaining efforts to prevent school violence before it takes place (Order in the Classroom Violence, Discipline, and Student Achievement, 1998).

Discipline issues are listed as the main concern for most new teachers. Classroom management united with an effective discipline plan is the answer. There are several steps that teachers can use to deal with discipline issues that may arise in the classroom.

1. Teachers should start each class with an affirmative outlook and high expectations. If they expect their students to act up or they approach them pessimistically, they will get misbehavior. This is a frequently ignored aspect of classroom management.

2. Teachers must come to class ready with lessons for the day. In fact, they should over plan their lessons. Reducing downtime helps sustain discipline in the classroom.

3. Teachers should work on making changeovers between parts of lessons even. In other words, if they move from entire group discussion to autonomous work, they should try to reduce the disturbance to the class. Many disruptions take place throughout transitional times during lessons.

4. Teachers should watch their students as they come into class. They should watch for signals of possible issues before class even starts. For instance, if one should notice a heated discussion or problem before class starts, it should be deal with right away. Students should be allowed to talk with the teacher for a few moments or with each other before starting class in order to try and work things out. If needed they should be separated and the teacher should try and achieve agreement that during the class period at least they will drop whatever problem they have.

5. Teachers should have a posted discipline plan that they go by consistently for effective classroom management. Depending on the harshness of the offense, this should permit students a warning or two before punishment starts. The plan should be simple to follow and also should cause the smallest amount of disturbance in the class.

6. Teachers should meet disturbances that arise in the class with kind actions. In other words, teachers shouldn't promote disturbances above their present level. The discipline plan should afford for this, nevertheless, sometimes ones own personal issues can get in the way.

7. Teachers should try using humor to disperse situations before things get out of hand.

8. If a student becomes verbally challenging with the teacher, they should stay calm and remove them from the situation as rapidly as possible. They should not get into yelling matches with their students. There will forever be a winner and a loser which sets up a power fight that could carry on throughout the year. Furthermore, they should not bring the rest of the class into the circumstances by involving them in the discipline or the writing of the referral.

9. If a student becomes physical, teachers should keep in mind the safety of the other students is supreme. They should stay as cool as possible; their demeanor can sometimes diffuse the situation. They should have a plan for dealing with aggression that has been discussed with students early in the year. They should utilize the call button for help. They could also have a student chosen to get help from another teacher. Teachers should send the other students from the room if it emerges they could get hurt.

10. Teachers should keep a subjective record of key issues that arise in their class. This might be necessary if they are asked for a record of classroom disturbances or other certification.

11. In the end teachers should let it go at the end of the day. Classroom management and disturbance issues should be left in class so that they can have time to renew before coming back to another day of teaching (Kelly, 2011).

Understanding learning styles is one of the keys to successful behavior management. If one can appeal to the learning styles of all of the students in the classroom then one has a much greater chance of appealing to all their students in their learning, rather than dealing with behavior issues. Being conscious for example that many boys are physical and inter-personal or discussion-based learners will permit one to vary the kind of learning activities that one uses in class, rather than deliver lesson content by way of a one style fits all approach (Learning Styles are the key, 2009).

Punishment is an act that is forced on a person for breaking a rule or demonstrating inappropriate conduct. Punishment aims to manage actions by way of negative ways. Two kinds of punishment are usually used with children:

Punishment linking negative verbal warnings and condemnation; this kind of punishment is also known as negative discipline.

Punishment connecting severe physical or emotional hurt, as in corporal punishment.

Regrettably, both types of punishment center on the misbehavior and may do little or nothing to aid a child act better in the future. Furthermore, the child learns that the adult is greater, and the use of power, be it verbal, physical, or emotional, is acceptable, particularly over younger, weaker people. This lesson can lead to events of bullying and aggression in school, where older children control younger ones and force them into giving the bullies money, food, homework, or other items of value. In addition, rather than leading to a child with inner control, such penalty makes the child irritated, angry, and afraid. It also causes disgrace, fault, nervousness, augmented aggression, a lack of autonomy, and a lack of caring for others, and therefore greater troubles for teachers, caregivers, and other children (Positive discipline in the inclusive, learning-friendly classroom: a guide for teachers and teacher educators, 2006).

Negative discipline is a type of punishment meant to manage a student's behavior, but frequently it involves only short verbal commands or statements and does not lead to an absolute, severe punishment. Teachers who do not use corporal punishment may use negative discipline advances as an substitute. But like corporal punishment, these also can cause children to become irritated and hostile or have low self-worth. Negative strategies include:

Commands

Forbidding statements

Explosive, angry statements

Criticizing statements

Threatening statements

Belittling statements

Often, teachers we use these negative strategies, when they are mad or aggravated. Yet, there are a diversity of affirmative ways to deal with irritation and aggravation. A number of teachers tell their students that they need a minute to calm down because they are very annoyed at the moment. Others calm down by counting to ten or by leaving the room for quite a few minutes. A number of teachers explain their feelings to their students in order to help them comprehend what annoys them. The children then learn what not to do and why. They might do it again, but they are held accountable for their dealings and will have to deal with the penalties (Positive discipline in the inclusive, learning-friendly classroom: a guide for teachers and teacher educators, 2006).

Discipline forms a student's behavior and assists them to learn self-control when it offers support, not hurting, worthless penalties. A few teachers use a technique like showing through example, also known as modeling, as well as giving praise and occasions to practice; not yelling, spanking, insulting, or threatening. This support is a kind of reward that inspires the student to work, learn, and accomplish. It builds self-worth for the reason that the student learns that they were directly responsible for earning their praise or other reward. Children can opt to earn it, or not to earn it. This gives them a sentiment of power over their lives, which is a key component of healthy self-esteem. Similarly, not giving support for misbehavior, such as disregarding attention-seeking behaviors like fits or being late for class, will, over time, teach the child self-discipline if they don't get the notice they are trying to get by way of their misbehavior. The child learns that they only get attention when they behaves calmly or enters punctually; that is, when the teachers catch them being good (Positive discipline in the inclusive, learning-friendly classroom: a guide for teachers and teacher educators, 2006).

Students have to be taught so that they comprehend and follow social rules. Evidence shows that children react better to positive advances, including compromise and systems of rewards, rather than punishment by way of verbal, physical, or emotional abuse. While punishment is a single measure, positive discipline is a four-step procedure that distinguishes and rewards suitable actions in the following ways:

The proper behavior is described: the teacher asks everyone to quiet down

Clear reasons are given: the teacher explains that quieting down is respectful to others

Acknowledgement is requested: reinforcing why quieting down is important

The correct behavior is reinforced: eye contact, a nod, a smile, and an extra five minutes of play time at the end of the day, extra credit points, having an achievement talked about in front of the class or school.

When rewards are utilized, they should always be instant and little, yet flattering. This procedure is successful for individual children. Furthermore, for those who are working in big classes, it can also be effectual for groups of students. The trick is to make the kids feel they are on a winning team and to commend each child's efforts in being a good team member (Positive discipline in the inclusive, learning-friendly classroom: a guide for teachers and teacher educators, 2006).

Positive Discipline on the other hand is an agenda intended to teach young people to become accountable, reverent and practical members of their communities. Current research has shown that children are hardwired from birth to join with others, and children who feel a sense of association to their community, family, and school are less likely to misbehave. To be victorious, contributing members of their neighborhood, children must learn essential social and life skills. Positive Discipline is founded on the considerate that discipline must be taught and that discipline teaches (What is Positive Discipline, 2011).

Research has shown that there are five criteria for positive discipline including:

1. Helping children feel a sense of association - belonging and importance

1. Is jointly respectful and hopeful - kind and firm at the same time

2. Is effectual in the long run - considers what the child is thinking, feeling, learning, and deciding about themselves and their world and what to do in the future to survive or to flourish

3. Teaches significant social and life abilities - admiration, apprehension for others, problem solving, and collaboration as well as the skills to add to the home, school or larger neighborhood

4. Invites students to find out how competent they are - gives confidence the constructive use of personal power and autonomy

Back-up systems

Each of these three methodologies, though, can be correctly understood only within the framework of the differential reinforcement of suitable behavior (Discipline Management as an Integrated System, n.d).

Limit-setting is gentle social punishment, and as such it is unfinished. For limit-setting to be in equilibrium, there must be reward. The reward would, of course, be social reward -- the positive social connections between teacher and student that generate an informal incentive system. The normal counterpart of limit-setting, therefore, is association. Together, limit-setting and association building shape a level of the management system which one might best portray as the interpersonal-interactive level of management. In the interpersonal-interactive stage all sanctions, both positive and negative, are given as part of the brief interpersonal interactions amid teacher and student. The teacher's accomplishment at the interpersonal- interactional level relies on the social capability of the teacher -- their precise appraisal of interpersonal situations and unstructured and effective use of a broad variety of social skills and emotions with students of all kinds moment by moment all through the day (Discipline Management as an Integrated System, n.d).

Incentive systems make the trade of positive and negative sanctions prearranged, clear, tangible, and public. It is the official counterpart of the interpersonal-interactive level of management with positive and negative sanctions being put together in an equivalent fashion. Incentive systems can be so formal as to be written in the form of a contract. Contingency contracting is a kind of personal behavior modification program in which the quid pro quo of the behavioral swap is both discussed and set down in writing. Incentives in business and industry are typically negotiated and written down in the form of a contract, but in education the cost of the compromise and the giving of personalized reinforcement limit their use to particular settings in most cases (Discipline Management as an Integrated System, n.d).

Back-up systems break the model of differential reinforcement. Back-up responses are negative sanctions, and the reinforcement of suitable behavior is left to chance. The slighter the back-up responses, the more likely it is that extent of difference reinforcement will take place. In the classroom of a nurturing teacher, for instance, the use of a small back-up response might be put aside and balanced with warmth and approval for good behavior. Relationship therefore offers the balance for small back-up responses just as it does for limit-setting. The bigger the negative sanction, on the other hand, the more complicated it will be to offset penalty with reward. Consequently the higher up the back-up system one goes, the more lopsided the management system will become. The more unequal the system, the more likely one will be to produce anger, confrontation, and vengeance. Teachers frequently use threat of imminent punition, such as the loss of a privilege, to manage their students (Discipline Management as an Integrated System, n.d).

Almost any social exchange amid people creates some kind of incentive scheme. When threat and loss of freedom are utilized by themselves, however, they usually signal a teacher who is off-balance and stressed to regain control of a situation that is falling apart. Such efforts at management are limited, and their consequences are fleeting. Without clear differential reinforcement of suitable behavior, there is no methodical behavior building, which would produce enduring collaboration (Discipline Management as an Integrated System, n.d).

In a sense positive classroom discipline can be divided into only two parts:

1. Everything one can probably do to stay away from the use of the back-up system

2. Back-up systems

This analysis of affirmative classroom discipline correctly reflects the ambivalence and thus the caution that any educator should have toward the use of negative sanctions in management. The recurring use of negative sanctions in discipline management places all teachers, who recurrently need the students' cooperation in both acting correctly and learning, into double jeopardy. One of the sad but expected ironies of discipline management is that the more teachers depend on their back-up system for managing discipline, the less likely they are to successfully build association. Not only does the recurrent use of negative sanctions kill association, but people who naturally favor punition also tend, to value association less and to build and preserve it less. Therefore, as negative sanctions are utilized more often, balance becomes less likely and student bitterness overpowers the will to cooperate. Most people, on the other hand take for granted that discipline means punishment and that a bigger discipline issue deserves a bigger punishment. Never mind that the vast preponderance of the severe discipline problems at any school site is produced by that small minority of the student body that has been the recipient of the largest negative sanctions. Never mind that this model perpetuates itself year after year (Discipline Management as an Integrated System, n.d).

Positive things are always more effective than negative things and this can be very clearly seen in the arena of education. Students respond to positive reinforcement better than they do to negative punishment. The best way for teachers to control their classrooms and manager their students is to build a positive relationship with them and reinforce this positive association as often as they can.