What is Discipline?

The Peer Mediation Model
Transactional Analysis Model
Inner Discipline
The Social Discipline Model of Rudolf Dreikur's
Glasser's Reality Therapy
Discipline With Dignity
Behavior Analysis Model
Assertive Discipline
Love and Punishment Model
The Positive Discipline Model


Discipline is the required action by a teacher toward a student (or group of students), after the student’s behavior disrupts the ongoing educational activity or breaks a preestablished rule created by the teacher, the school administration or the general society. Discipline, guiding children's behavior, or setting limits are all concerned with helping children learn how to take care of themselves, other people, and the world around them.







Discipline is a major component of education because

To be successful in the classroom,

 Discipline is an art that requires knowledge, skill, sensitivity, and self-confidence. Like any art, it is one that you will acquire through training and experience and it becomes easier with practice. Some people confuse discipline with classroom management. Discipline is one dimension of classroom management. Classroom management is a general term.

What is classroom management?

It is how a teacher organizes his/her students, time, space, and materials so students can learn in the proper environment. Classroom management refers to the organization of a classroom. It includes the classroom environment, the layout of the desks and chairs, the flow of your lessons, space, time and materials. In any classroom, there is a wide range of behaviors. Children, as individuals, develop unique ways of responding to what goes around them. Most of these behaviors are appropriate and develop further when adults or peers show approval. Some behaviors are inappropriate which we call misbehavior.

Misbehavior is any behavior that, through intent or thoughtlessness,

Why do children misbehave?

Some children have been well nurtured, and life has granted them the best. They are charming and require little guidance. Other children are more demanding and challenging, requiring strong limit setting. We also face with very difficult children who bite, hit, and attack classmates and teachers, as well as passive children who are nonresponsive. These diverse types of children require very different responses and behaviors from teachers. There are many discipline models and systems available for the teacher to deal with misbehaving children. Most of them are good models; they are generally based on psychological theory. Each has a differing view of the motivation of children and misbehavior and each prescribes various techniques for dealing with it. Some models rely on very light requests of the child, whereas others make clear demands to stop misbehavior. These models can be placed into three categories. In other words, teachers can use three discipline philosophies (which are called “faces”) while handling misbehaviors of the students. These are;


3 faces of discipline

               􀃅􀃅----------------TEACHER’S POWER -----------------------􀃆􀃆
minimum power                                                                      maximum power
        R-L                                       C-C                                              R-C

Therapeutic                 Educational and counseling                    Controlling

Gordon: T.E.T.                  Dreikurs’ Model                              Behavior Analysis

Peer Mediation                Glasser’s Reality T.                          Positive Discipline

Transactional A.              Discipline with Dignity                   Assertive Dis.

Inner Discipline                                                                      Love & Punishment



A systematic teaching process that a teacher might use daily to intervene with the kinds of misbehavior normally seen in most young children in classroom settings.

TBC contains a group of five general teacher behaviors :
1) Modality cueing: The teacher uses to signal the child-through a modality of looking, a touch, or a sound to become aware of his own actions (minimum power)
2) Nondirective statements: The teacher uses words to describe to the child the feelings, problem, or situation the child is facing like a difficulty with another person or objects and materials.(…, I can see by your face that you are unhappy; you have lost your pencil OR it is hard to give up toys that you want so much to keep.)
3) Questions: The teacher asks questions to the child to make her solve the situation. (What could you say to …. Who has your pen?)
4) Directive statements: The teacher tells the child WHAT TO DO, NOT WHAT NOT TO DO. (Be quiet in the class, not do not shout in the class) (tell …. That is my pen, I was using it. I want it back)
5) Physical intervention (maximum power): The teacher physically takes the child by the hand or body and stops an action that is occurring.

               R-L                            C-C                      R-C

Modality cueing                 Questions                    Directive stat.
Nondirective st.                Directive st.                Physical int.