Positive Discipline

1. Developing Mutual Respect,
Cooperation and
Responsibility in Your
Classroom
-Jane Nelsen, Lynn Lott, and
H. Stephen Glenn
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Positive
Discipline in the
Classroom

2. What is ‘Positive Discipline’ all about?
- a in children
• that they have wisdom of their own to impart
•that they have self-knowledge of how they learn best
•that they have a right and a fundamental need to be critically
involved in their learning

3. The Philosophy of Positive Discipline
-For learning to be meaningful,
what children feel and think not only matters, it needs
to be acknowledged.
-Children should never experience humiliation.
-Children should feel empowered by the opportunity
to learn from their mistakes in a safe environment.
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4. PARADIGM SHIFT
Dominant and
Traditional Practice
The Positive Discipline
Approach
According to the theory,
what motivates people’s
behaviour?
They respond to
rewards and
punishments in their
environment
People seek a sense of
belonging (connection) and
significance (meaning)
What are the most
powerful tools for
adults?
Rewards, incentives,
and punishments
Empathy, understanding the
beliefs of the student,
collaborative problem-solving,
kind and firm follow through
What is the response to
inappropriate
behaviour?
Censure, isolation, and
punishment
Connecting before correcting,
focusing on solutions, following
through
How is student learning
maximised?
When the adult has
effective control over
student behaviour
When the student has learned
social-emotional skills,
developed self-control, feels
connected to others

5. Children should be taught
emotional and social skills.
Otherwise,
-they have a tough time learning
-discipline problems increase

6. Significant Seven Perceptions and
Skills
 I am capable.
 I contribute in meaningful ways, and I am
genuinely needed.
 I use my personal power to make choices
that positively influence what happens to
me and my community.
 I have discipline and self-control.
 I can work respectfully with others.
 I understand how my behaviour affects
others.
 I can develop wisdom and judgement skills
through daily practice.

7. Rewards
 Children who like rewards depend on them for
motivation.
 They do not look for inner rewards (effort,
determination, and feeling of pride) and so do not
become contributing members of society.

8. Rebellion Revenge Retreat
Three R’s of punishment

9. The Iceberg Analogy of
Human Behaviour
BEHAVIOUR
BELONGING AND
SIGNIFICANCE

10. Leadership Styles
The Boss The Rug The Ghost Kind and Firm
Popular but do not lead to
empowered, socially
conscious kids

11. Connection Before Correction
Students’ belief that teachers care
about them is a primary ingredient
for their feeling a sense of
connection
Do they know you care?
- Make sure the message of caring gets
through.
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12. Students know you care
-when you find out about them.
-when you encourage them to see mistakes as
opportunities to learn and grow.
-when they feel you listen to them.
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13.  This is your fault.
 When are you ever going to shape up?
 The other students have been complaining about your
behaviour, and I believe them.
 How many times do I have to go over this with you? Do
you have cotton in your ears?
 What did you do? Don’t tell me you didn’t do anything.

14.  I can see that you are feeling very upset right now. I
understand.
 Can you think of some ways to avoid this problem in
the future?
 The Class Monitor told me you weren’t being
cooperative today. I’m interested in hearing your
version of what happened.
 If you need any help with this problem, let me know. I
may have some ideas.

15. Empowering Communication Techniques
Say It, Mean It Less is More

16. The Three R’s and an H for Solutions
RELATED: The solution is directly related to the behaviour.
RESPECTFUL: Teachers and students maintain a firm
and respectful manner and tone of voice.
REASONABLE: Don’t add punishment.
HELPFUL: The solution should help the student do better.
It should help solve the problem.
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17. The Four Problem-Solving Steps
 Ignore the problem.( It takes more courage to walk
away than to stay and confront. Leave long enough for
a cooling-off period.)
 Talk it over respectfully.
 Agree on a solution.
 If you can’t work it out together, ask for help.

18. Teaching About Class Meetings
1. Forming a Circle
2. Practising Compliments and Appreciations
3. Accepting and Respecting Differences
4. Using Respectful Communication Skills
5. Focusing on Solutions
6. Role-playing and Brainstorming
7. Using the Agenda and Class-Meeting Format
8. Understanding and Using the Four Mistaken Goals
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19. Mutual Respect and Cooperation are the
linchpins to this approach.
This approach does not mean that you
avoid or ignore defiant behaviour. By
following through, you are showing your
student that you see him/her as
someone capable of respectful
behaviour.
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