The extent to which success or failures occur in pupils’ learning can probably be attributed to the degree of success the teacher achieves in arranging the total school environment. Most teachers, administrators, counselors, and others seem convinced that the learning environment should be relatively positive (approving) rather than negative (disapproving). Results indicate that there are definite differences between the verbal reports of values and actual in-class overt behaviors (intention versus function). Precise methods could be assessed as to effectiveness and durability to ensure academic and social improvement and prevent potential problems that might interfere with learning. The judicious use of behavioral principles will make the application of the teacher’s own values more effective (Madsen & Madsen, 1998, p. 19).
Madsen, C. K. & Madsen, C. H. (1998). Teaching/Discipline: A Positive Approach For Educational Development. (4th ed.) Raleigh, NC: Contemporary Publishing Company of Raleigh, Inc.