Students in this class clearly knew the rules and expectations because the SBTE clearly and consistently modeled (see Appendix 3.1) as suggested by Canter & Canter (Charles, 2008 & Marsh, 2008). Coming into this context as a student teacher with the goal of supporting a positive classroom environment, it was important for me to consistently maintain these rules and build cooperative relationships with students as suggested in Ginott's teachings. (Charles, 2008). Marsh (2008) discusses motivation and explains the need to balance intrinsic and extrinsic motivations in the classroom as individual students will be motivated in different ways. In two separate classes, there was a different student who was off on homework and behind on work. In the first case (see Appendix 3.2), student G was not motivated by the work of his peers (Marsh, 2008) even with the management ability of “parallel recognition signals” (Richmond & Davidson, 2006). As Marsh (2008) points out, behavior management is often a matter of 'trial and error', so in the case of student E (see Appendix 3.4), the behavior management skills used had a different effect showing that E is motivated differently than G. And he had probably been off-task of simply receiving attention as Drieukers suggests (Richmond, 2007) and therefore using Skinner's theory of behavior shaping through constant reinforcement (Charles, 2008) combined with motivation extrinsic peer and achievable goals (Marsh, 2008) E completed his work. On the other hand, disengagement became evident in S's behavior (see Appendix 3.3) when he started disturbing other students, showing signs of boredom (The State of Queensland – Department of Education and Training, 2002). Offering a distraction/diversion (Rogers, 2006) that was a variation of the current learning activity (Marsh, 2008) was an effective method to help S refocus on learning and satisfy his need for enjoyment, one of the five needs that guide human belonging according to Glaser (Richmond, 2007). Works Cited Charles, C. M. (2008). Building classroom discipline (9th ed.). Boston: Pearson/Allyn & Bacon.Marsh, C. (2008). Becoming a teacher: Knowledge, skills, and issues (4th ed.). Frenchs Forest, NSW: Pearson.