More than teachers revealing their lack of preference towards problematic students, the positive embrace of the teacher for a likeable student can lead to a negative effect. Beyond the previous argument, Chan suggests students may be more influenced by the teacher’s behavior when making less common and much harsher judgments about disliking, then when making more normative and innocuous judgments about liking. However, it is important to emphasize the possibility of the opposite that positive teacher behavior will contribute to a negative result of peer rejection. Students who are praised more frequently by the teacher are actually less well-liked by their peers, and a sense of isolation occurs.Teachers may have praised their favorite students frequently, and this favoritism may lead these students to being less liked by their classmates (Chan). When school teachers modify student behavior through praise, this is encouraging desired behaviors from the other students by praising these behaviors whenever they are displayed. Also, teachers may have given an unequal amount of praise to their most behaviorally challenging students, in an effort to increase their displays of appropriate behavior. If a student witnessed the teacher’s praise of a classmate for behavior that simply met classroom expectations, he or she might consider the praise as a sign that the peer is ingratiating the teacher, but not as a sign that the peer is someone to be liked.