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TAB is part of a set of positive discipline strategies utilized to foster self-reflection in the classroom. If a student is misbehaving in a way that can be quickly rectified, the instructor may briefly seclude them and assess why the behavior occurred (Edutopia, 2010).

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Once a student has been "TAB'd out", they must document their misbehavior, allowing them to address the cause of — and create future coping mechanisms for — the behavior so it will not becoming recurring. Having done so, the student signs a Behavior Action Plan committing themselves to better classroom behavior in the future (Edutopia, 2010).

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At sixth grade, many students begin to experience pubescence, as well as the urge to form an individual identity. As they are still developing mentally and emotionally, sixth graders may look to their peers for approval during class time, which may result in disturbances that affect the lesson.
By allowing a child to sit down and evaluate their own behavior, its source, and how to prevent it from recurring, they learn both responsibility and self-reflection skills.

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ZAP, like TAB, is also part of a set of positive discipline strategies geared toward student introspection and self-betterment (Edutopia, 2010).

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A student may be "ZAP'd" for any reason that a teacher sees fit. Once "ZAP'd", the student temporarily loses lunchtime privileges and is required to sit alone during lunch, typically with school material to either make up past assignments or catch up on missed work (Edutopia, 2010).
As Chris, a Carrithers Middle School student elaborates,

I think it helps me, like other kids. It… shows them you can't do whatever you want, you know? (Edutopia 2010)

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Although the school district may determine many reasons to implement ZAP, it may be most effective if a student has not been completing their work. By allowing the student alone time during lunch to complete assignments they would have otherwise received little or no credit for, they are allowed to maintain a higher grade point average. Likewise, if a student is subjected to lunch away from their peers, they may reassess their homework habits and turn their work on time, as a ZAP punishment is easily preventable.

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There are five types of self-management solutions: self-monitoring, goal-setting, self-evaluation, self-instruction, and strategy instruction (Rafferty, p. 51). Each self-management procedure prioritizes student behavior remediation in its own way.

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Children, much like adults, respond much more proactively to positive reinforcement than negative expectations.

Expect that your students will behave, not that they will disrupt (Amplivox…, 2011).

By treating students constructively rather than destructively, they may behave well on their own.

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When you begin the day, tell your students your expectations for the day, and they will have the goals ingrained in their head, and will be less likely to cause trouble (Amplivox…, 2011).

If students know points A, B, and C of instruction will all be taught, it gives them a timeline to work toward, and encourages them to work more efficaciously.

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Sixth graders are very vocal and they will unabashedly inform their instructors of their boredom when they are not properly directed. By starting out the class with clear goals in mind, the students will feel more empowered as they move through the day's activities. If they are allowed to peer into the teacher's lesson structure, they may feel less ambiguous toward instruction, as they know what to expect before they hit each learning target.

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Self-monitoring entails a teacher-guided practice where the student performs based on previously established procedures and norms within the classroom. Once the student is aware of the instructor's expectations, they may be given a variety of ways to assess their own performance and actions during class time, which may include graphing their achievements or following a checklist (Rafferty, p. 52). In doing so, the student can take charge of their own actions in class and avoid fixable behaviors.

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Self-monitoring is effective for all age groups to different degrees. For sixth graders, much like TAB behavior action plans, self-monitoring allows the student to reflect on how their behavior affects others, with the additional motivational bonus of completing a checklist of achievements along the way. Once the child's behavior successfully returns from its deviation, they may receive some form of recognition, be it a treat or an extra credit grade, which serves as a motivator for children of this age group.

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Children are very adept at recognizing when their instructor has finished a lesson without other supplemental material. Once they sense that the lesson is officially complete, regardless of how much time is left, they will lose focus and begin to co-mingle (Amplivox…, 2011).

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Over-planning does not imply a random assortment of unrelated back-up activities, as the teacher should have relevant material to provide their students. Over-planning does, however, require the instructor to know the upper limit of their classes' attention span and task tolerance. If the children feel under-stimulated for a long time, much like a child at a grocery store or waiting room, they may begin to act out (InsideADHD, 2010). By over-planning and creating a variety of potential instruction models, no matter how quickly or slowly a lesson goes by, the teacher will always avoid student boredom.

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Sixth graders, as aforementioned, are very vocal about their current state of mind. If they are not occupied with an activity or other form of instruction, they naturally begin to socialize with one another. In order to prevent unrelated chatter, the instructor should be overly prepared with supplemental material, rather than under-prepared with nothing to do. Having a "Plan B" is an effective way to prevent younger children from the effect other classroom distractions.

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· Amplivox Sound Systems. (2011, November 28). Top 10 proven classroom management tips for teachers. Retrieved from https://www.youtube.com/watch?v=0XUTdaQIdKI

· Edutopia. (2010, January 11).
Positive discipline strategies yield quick results. Retrieved from https://www.youtube.com/watch?v=K5kETSAn0j8

· InsideADHD. (2010, July 30). InsideADHD: Child behavior management. Retrieved from https://www.youtube.com/watch?v=e130llOTIbU

· Rafferty, L. A. (2010). Step-by-step: Teaching students to self-monitor. Teaching Exceptional Children, 43(2), 50-58. Retrieved September 22, 2017, from https://spedchat.wikispaces.com/file/view/Step+By+Step+Teachig+Students+to+Self+Monitor.pdf.