As teachers, our objective is to enhance the
academic and social progress of all students. In
order to reduce classroom disruption and improve
student time on-task, some teachers have adopted
behaviour modification strategies such as
assertive discipline (1). However, Goleman
contends that focusing solely on academic
development is not enough, because the
inappropriate behaviour of particular students is
often due, in part, to a lack of emotional
intelligence (2). Therefore, unless emotional
growth and social skilling take place, students
pass from teacher to teacher ill-equipped to deal
with their problematic behaviour.