Teachers of habitually disruptive students like using rewards because, in a well-structured reward system, they have the potential of winning students’ compliance fast. Rewarding students for good behavior is a popular classroom discipline procedure. Advocates of using rewards to discipline students with habitually disruptive behaviors claim that rewards promote compliance and stop misbehavior. Opponents of rewards state that rewarding students, an externally oriented procedure (the teacher regularly administers the rewards, not the student) are a way of controlling and manipulating children’s behavior that does little to change permanently the disruptive behavior. In other words, the short-term effect of stopping misbehavior does not translate into a long-term effect of helping children grow and develop better-adjusted ways of behaving.