It is imperative a student understands a problem exists and that he or she can solve it, albeit with guidance from a teacher. Done successfully, the student achieves an ability to recognize future problems, develop strategies for dealing with the problem and then placing a strategy for improvement in to motion. To use educational jargon, it facilitates metacognition and a lifelong framework for handling conflict through basic problem identifying and solving strategies. Cotton (2001) calls it prosocial skills training
It is not necessary to exclusively use the Behavior Identification & Adjustment sheet (Karadimos, 2003), but any strategy helping a student travel from problem realization to problem solution, involving teacher guidance if necessary, will be crucial for handling a problematic student. It may seem like extra work to handle a student in this fashion, but the long-standing gains for a particular classroom of students and the benefits from positive teacher perception by students in the entire community will be incredibly strong and positive.