# data[].attributes.headline
The teacher was using B.F. Skinner's Operant Conditioning to elicit the response she wanted. In this instance she wanted the children to be quiet while she took the phone call distraction. She used positive reinforcement to praise the children for doing exactly what she asked them to do. The next time she receives a phone call, the children are more apt to do the same response (Slavin, 2018).  “Emotional words" have the purpose of acting as rewards or punishments for behaviors, and encouraging either approach or avoidance behavior. A compliment paid to a person for a certain behavior will be more likely to repeat that behavior (Staats, 2016).

# data[].attributes.subject
The teacher was using B.F. Skinner's Operant Conditioning to elicit the response she wanted. In this instance she wanted the children to be quiet while she took the phone call distraction. She used positive reinforcement to praise the children for doing exactly what she asked them to do. The next time she receives a phone call, the children are more apt to do the same response (Slavin, 2018).  “Emotional words" have the purpose of acting as rewards or punishments for behaviors, and encouraging either approach or avoidance behavior. A compliment paid to a person for a certain behavior will be more likely to repeat that behavior (Staats, 2016).

# data[].attributes.body
David L, "Psychological Behaviorism (Staats)," in Learning Theories, February 11, 2016, https://www.learning-theories.com/psychological-behaviorism-staats.html.
Slavin, R.E., (2018). Educational Psychology: Theory and Practice. NY, NY: Pearson.

# data[].attributes.headline
At the end of the song, BINGO, some students wanted to shout, "a big fat hen!" The teacher had to remind the students to be sure we don't turn it into our calling voice or shouting voice. We still want to use our singing voice.

# data[].attributes.subject
At the end of the song, BINGO, some students wanted to shout, "a big fat hen!" The teacher had to remind the students to be sure we don't turn it into our calling voice or shouting voice. We still want to use our singing voice.

# data[].attributes.headline
Habits are formed when routines are taught effectively. By  practicing the  routine  and  becoming  familiar  with  the desired  function,  students  often  exhibit  better performing in all tasks ( Alstad, 2016).  Effective teachers manage  their  classrooms.  Ineffective  teach­ers discipline  their  classrooms (Rawlings, Bolton, and Notar, 2017).  Establishing, explaining,  reviewing,   and  modifying  (as needed)  rules,  routines,  and  procedures  that are  clearly  understood  to  handle  the  daily recurring  activities  as  well  as  developing procedures for unpredictable events  that may occur, (like the distraction of the telephone call),  will  help  you  to  devote  the maximum amount  of time  available  for  instruction  and enhance  classroom  management  (Pedota,  2007). 

# data[].attributes.subject
Habits are formed when routines are taught effectively. By  practicing the  routine  and  becoming  familiar  with  the desired  function,  students  often  exhibit  better performing in all tasks ( Alstad, 2016).  Effective teachers manage  their  classrooms.  Ineffective  teach­ers discipline  their  classrooms (Rawlings, Bolton, and Notar, 2017).  Establishing, explaining,  reviewing,   and  modifying  (as needed)  rules,  routines,  and  procedures  that are  clearly  understood  to  handle  the  daily recurring  activities  as  well  as  developing procedures for unpredictable events  that may occur, (like the distraction of the telephone call),  will  help  you  to  devote  the maximum amount  of time  available  for  instruction  and enhance  classroom  management  (Pedota,  2007). 

# data[].attributes.body
Alstad, C. (2016). Classroom routines are important for effective classroom management. http://re-sumcs-for-teachers.com/blog/classroom-manage-

ment-tips/classroom-routines-arc-important-for-ef-

fective-classroom-management/

Pcdota, P. (2007). Strategies for effective classroom man

agement in the secondary setting. Clearing House: A

Journal of Educational Strategies, Issues and Ideas, 50(4), 163-166.

Rawlings, L., R., Bolton, A.L., Lanson, P., &  Notar, C. E. (2017). Routines are the foundation of classroom management. Education, 137(4), 398.

# data[].attributes.headline
Let's see how quiet you can be while I answer this phone call. The First grade children didn't make a sound the entire time the teacher was on the phone. After she got off, she used positive reinforcement and said, "What nice manners you had while I was on the phone!"

# data[].attributes.subject
Let's see how quiet you can be while I answer this phone call. The First grade children didn't make a sound the entire time the teacher was on the phone. After she got off, she used positive reinforcement and said, "What nice manners you had while I was on the phone!"

# data[].attributes.headline
Kindergarten needed lots of verbal reminders like: Priscilla, criss-cross apple sauce. So that Priscilla would remember to sit with her feet crossed on the floor. She immediately crossed her feet and sat correctly on the carpet. Another verbal reminder was given to Benjamin. Benjamin, I don't see you participating, we are all on the same team. Let's see if you can do it too. He immediately started doing the activity too.

# data[].attributes.subject
Kindergarten needed lots of verbal reminders like: Priscilla, criss-cross apple sauce. So that Priscilla would remember to sit with her feet crossed on the floor. She immediately crossed her feet and sat correctly on the carpet. Another verbal reminder was given to Benjamin. Benjamin, I don't see you participating, we are all on the same team. Let's see if you can do it too. He immediately started doing the activity too.