| Theorist | Behavior Management Theory | Behavior Management Strategies |
| Kounin | Witnessing, Alerting and Group Management | Proximity, differential reinforcement of positive behavior, non-verbal cues, maintaining high expectations, providing challenging assignments, emphasizing/praising progress, being aware of what's taking place in the classroom at all times. |
| Skinner | Behavior is shaped to "create" desired behaviors | Providing rewards for positive behavior (free time, food items, access to a preferred item, non-verbal praise such as thumbs up and smiles), natural consequences for inappropriate behavior (to condition behavior--such as ignoring attention seeking behaviors). |
| Ginott | Addressing the situation through "sane" messages | Model appropriate behaviors, appeal to your student's needs, clearly stating behavioral expectations, help students to develop self-esteem, direct instruction of appropriate behavior, private constructive criticism. |
| Glasser | Good behavior comes from good choices | Model appropriate behaviors/appropriate choices, invite students to think critically about a variety of situations, appeal to your student's needs, allowing for student input regarding consequences and behavioral expectations. |
| Dreikurs | Confronting mistaken goals | Teach moral behavior/social skills, appeal to your student's need to belong, ignor attention seeking behaviors, help students through difficult assignments to avoid feelings of inadequacy. |
| Canter | Assertively take charge | State behavioral expectations up front, state rules positively to indicated the desired behavior instead of the undesired behavior, positive reinforcements such as free time or computer time, natural negative consequence, clear consequences for breaking the rules (such as detention or loss of priviledge.. |
| Jones | Body language, incentive systems, and provide effective help | Proximity, behavioral contracts, reinforcement systems, provide help to avoid frustration with difficult assignments, model the expected behavior, use non-verbal cues to indicate appropriate or inappropriate behavior, private constructive criticism, differential reinforcement of positive behavior, |