The way that teachers think about the students in their classrooms may affect their behavior toward these students. Thus, changing these cognitions in a more positive direction may help teachers be more open to private and gentle means of correcting misbehavior, as contrasting to more public and harsh correction (Cheung). For example, teachers are encouraged to look beyond their first impressions of students’ problematic behavior, and objectively seek the core of the problem. Moreover, teachers are encouraged to find likeable qualities in their most behaviorally challenging students. If teachers could learn to think in more compassionate ways about their “problem students,” they might be more amenable to using corrective techniques that would support more positive peer relations for these students.The purpose of changing teachers’ perceptions of problematic students is to create a positive social climate in the classroom. By the teachers’ modeling of these attitudes and behaviors, they can act as a role model that can encourage students to value all of their peers and treat them well. This can also increase the sociability and feelings of acceptance across the student body. This may also eliminate peer disliking and prejudices toward problematic students, and therefore eliminate the factors that obstruct the development of students’ sociability.