The one thing to do, in general, however, from the psychologist's point of view, is in some way to bring about greater complications in the motor processes which the child uses most habitually, and with this complication to get greater inhibition along the undesirable lines of his activity.
Inhibition is the damming up of the processes for a period, causing some kind of a "setback" of the energies of movement into the sensory centres, or the redistribution of this energy in more varied and less habitual discharges.

With older children a rational method is to analyze for them the mistakes they have made, showing the penalties they have brought upon themselves by hasty action.

This requires great watchfulness.

In class work, the teacher may profitably point out the better results reached by the pupil who "stops to think." This will bring to the reform of the hasty scholar the added motive of semi-public comparison with the more deliberate members of the class.
Such procedure is quite unobjectionable if made a recognised part of the class method; yet care should be taken that no scholar suffer mortification from such comparisons.

The matter may be "evened up" by dwelling also on the merit of promptness which the scholar in question will almost always be found to show.
For younger pupils as well as older more indirect methods of treatment are more effective.