If I were to teach a group of kindergarteners about class mngmt. skills I could use both the SLT and the DLT to inform my strategies for teaching the content. First I would ask the students if they could tell me an aspect of class mngmt. skills like, how to get the teacher's attention. This would allow me to guage their zone of proximal development (SLT). By asking these questions, I may come across the more knowledgable peer who already has some knowledge of class mngmt. skills that other students do not possess (SLT). The peer's explanation may also be beneficial, since explaining the skill in his/her own words allows classmates to gain the understanding from a person with a more equivalent understanding.  This can happen when the peer uses more familiar language (SLT).
     Next, I would use a concrete representation available, to model four aspects of class mngmt. skills I think they should know (DLT).  These aspects include sitting at a table, sitting on the floor, requesting to use the bathroom, and requesting the teacher's attention.  The most concrete representation would be myself, since the children (ideal model) need a seperate source to learn from.  I would then put the kids into pairs to demonstrate these aspects.  Again, the more knowledgable maybe a big help to the children who do not possess these skills yet (SLT). 
     Since the children are 5-6 years old they would not be able to demonstrate in writing their understanding of these class mngmt. skills, which would show they have an abstract understanding.  So to solidify these skills and help them to begin to think a bit more abstractly, I would ask them as a class, to show me bad examples of each of the aspects.  This would show that they understand what the skills look like and what they do not look like, which shows they have somewhat of a distinct understanding of how to spot the skills and demonstrate them as well.