I like to speak in terms of behavioral equations. Take them down to their root components and issues like oppositionalism, amotivation, even neglect of personal hygiene become as simple as basic math. Over the years I've picked up a group of helpful and simple behavior modification strategies which work again and again. They generally involve a component of perspective taking on the part of those modifying the behavior--what is in the self best interest of the student and how do I convey that fact? It's counterintuitive, I know, but unselfish others-centered and prosocial behavior is motivated selfishly, at least at first. Over time, as habits develop, it really doesn't matter how skills came to be, only that they are effective. I often begin with approximating the goal, reframing, or natural logical consequences. Once a behavior begins to take hold, intermittent positive reinforcement seals the deal. Coordinating with parents, school personnel, and other stake holders can speed the process along. I believe in character, but isn't stamina just the behavior of not quitting until a task is complete, and isn't courtesy just a combination of seeing our behavior from another point of view and having knowledge of broader social convention? Good character and effective behavior are linked, and so are the reinforcing outcomes of learning them and putting them into practice. Students modify their own behavior when they discover that it is their own best interest to do so. This applies to grades, initiating conversation, showing respect, curbing aggression, and most behaviors we might want to see modified.