| Discipline | Specific actions teachers take in response to students who ignore a school procedure or rule.
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| Classroom management | Using the provisions and procedures needed to create and maintain an environment in which teaching and learning can occur.
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| Physical environment | Those aspects of the classroom that are concrete, easily identifiable, and exist independent of the people who inhabit the classroom.
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| Psychological environment | The social and emotional climate of the classroom. How students feel about the teacher, learning tasks, and one another as a social group.
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| Climate | Sociopsychological dimensions of the classroom including the emotional tone and the comfort level students feel with the teacher, with learning tasks, and with one another as a social group.
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| Inviting classroom | An appealing, positive place that provides a sense of physical and emotional safety for both students and the teacher.
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| Routines | Established procedures whose main function is to control and coordinate movement and events in the classroom.
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| Management routines | Classroom routines used to organize the classroom and direct student behavior; nonacademic routines.
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| Activity routines | Classroom routines established to minimize problems related to such things as the location of materials and acceptable behaviors.
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| Instructional routines | Routines or procedures teachers regularly follow when they teach such as the formats for giving directions, monitoring student work, and questioning students.
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| Executive planning routines | Classroom routines that help a teacher to manage personal time and to fulfill the many roles of teaching, such as completing paperwork and clerical chores, grading papers, and planning.
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| Withitness | The ability of a teacher to communicate to students that he or she is aware of student behavior throughout the classroom at all times, even when the teacher is not nearby or looking directly at the students.
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| Overlapping | Teacher's ability to attend to more than one classroom activity or episode at a time.
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| Smoothness | Moving students through a lesson with few interruptions.
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| Momentum | The flow of activities and the pace of teaching and learning maintained in a classroom.
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| Group alerting | The process of keeping the students' attention and of holding them accountable for their behavior and learning.
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| Proximity | Amount of space between teacher and students. Proximity can influence students' behavior and keep them alert.
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| Reinforcement theory | The idea that a teacher can influence student behavior by rewarding desirable behaviors and ignoring or discouraging undesirable behaviors.
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| Positive reinforcement | Giving students praise, rewards, or a positive reaction when they choose to behave appropriately.
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| Social reinforcers | Positive messages, either verbal or nonverbal, given to a student who behaves appropriately so as to increase the likelihood that the behavior will be repeated.
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| Activity reinforcers | Special privileges given to students when they behave appropriately in order to increase the likelihood that they will repeat the behavior.
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| Tangible reinforcers | Concrete objects (rewards) given to a student who behaves appropriately to increase the likelihood that the behavior will be repeated.
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| Negative reinforcement | Encouraging desirable behaviors by removing or omitting an undesirable or aversive stimulus.
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| Reinforcement menu | A list of rewards that are effective with a particular student or group of students.
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| Scheduling | Changing the frequency of reinforcement based on students' behavior.
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| Student misbehavior | Actions teachers perceive as disruptive.
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| Intervention | A reinforcement given to students every time they perform a desired behavior in order to encourage them to behave appropriately more often. Used in applied behavioral analysis.
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| Punishment | Something undesirable, painful, or discomforting that is applied to a student as a result of misbehavior and that is intended to weaken the probability that the inappropriate behavior will recur.
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| Extinction | The elimination of minor misbehavior by ignoring it (as long as it is not dangerous or distracting to other students).
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| Time-out | Removing the student from a disruptive situation and from attention and rewards in order to reduce unwanted behavior.
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