Students in this class were clear about the rules and expectations because the SBTE modeled it clearly and consistently (see Appendix 3.1), as suggested by Canter & Canter (Charles, 2008 & Marsh, 2008). Coming into this context as a teacher-in-training aiming to maintain a positive classroom environment, it was important for me to consistently maintain these rules and establish cooperative relationships with students, as Ginott's teachings suggest . (Charles, 2008). Marsh (2008) discusses motivation and explains the need to balance intrinsic and extrinsic motivators in the classroom, as students will be motivated in different ways. In two separate lessons, there was a different student who was off task and behind on their 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 skill of “spotting with parallel recognition” (Richmond and 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 from G. E may have been absent-task to simply receive attention as suggested by Drieukers (Richmond, 2007) and thus using Skinner's theory of the elaboration of behavior through constant reinforcement (Charles, 2008) combined with extrinsic peer motivation 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 began to disrupt other students, showing signs of boredom (State of Queensland – Department of Education and Training, 2002). Providing 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 pleasure, l one of the five needs that motivate human belonging according to Glaser (Richmond, 2007). Works Cited Charles, CM (2008). Building discipline in the classroom (9th ed.). Boston: Pearson/Allyn & Bacon. Marsh, C. (2008). Becoming a teacher: knowledge, skills and issues (4th ed.). Frenchs Forest, New South Wales: Pearson.