This document provides guidance for teachers on reducing disruptive behaviors in the classroom using child guidance principles. It discusses that changing behavior is primarily a teaching and learning process that involves cognitive, affective, and behavioral change. The teacher-student relationship is critical, and through building rapport and having positive expectations, teachers can influence students to reduce disruptive behaviors and improve the classroom environment. The document outlines several specific child guidance principles teachers can follow to enhance students' socio-emotional growth and empower them to gain self-control and self-manage their own behaviors.