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Educational Positive Discipline Theorist and Models as Sample of Derive Form From Communication of Classroom Management

There are many methods of discipline that we can do and fit with our educational method. Every educator in every specific subject and level has their methods. Also, since discipline is a derived form from the communication of classroom management, therefore, discipline is a method for learning to communicate. Furthermore, if discipline doesn’t apply, the learning won’t be at Maximum. It would be better if a school know the models of discipline.

Therefore, comes to discipline, a teacher should know about the positive discipline model. The model, that every teacher may have been used on guiding, called as Guiding Method. Educators will help learners on developing their critical thinking. Instead of saying yes and/or no, Educators through guiding methods will let learners go into their situation by a firm and kind then Educator will help learners on creating an option to let learners choose. As an example, that can be found in the video of Haim Ginott’s talk about communicating with children, he does say, “in a third way, he looked on a child and a child say a child wants seven ice cream, and Ginott’s say you want seven ice cream, and you wish you had a whole 28 flavor, but then you can only have two, but you the children can choose which do you want?”. But there is another method, that helps to inspire learners will be called as intervening Method. As it been mentioned by Marshall M., on How to Discipline without Stress, Punishment, or Rewards, and I quoted it now, “Great teachers identify the reason that a lesson is being taught and then share it with their students. These teachers inspire their students through curiosity, challenge, and relevancy. In which, the educator will help their learner on increased their eagerness to learning through more development than just choices. As an example, here for our high schooler students who studied properly at the high school level will feel their hungry of learning to figure out more about their specific of learning, which this hunger lead them on their pursuit of learning at the college level with specific major of their choices.  Even though discipline won’t eliminate the problem, but through discipline, we can build positive behavior.

On the other hand, comes to applied discipline, those methods also have a weakness. Each educator has their waves on guiding, as the waves got form either in the trigonometry sin, cos, or tan direction. Like we can see in Ginott’s notes in Sever Roads to Trouble, it’s said,” Everything happens for the best. If you miss one bus there will soon be another, perhaps a less crowded one. If you didn’t get one job, you’ll get another-perhaps even a better one.” In which adaptation like,” There is a reason for everything. Everything is just the way it should be. I guess it just wasn’t written. It is not our place to question things like this. We just need to move past it and have faith that things will work out. Now, don’t give it a second thought.” There is a reason for each of those trigonometry functions to existing, as well as our thought. On the other hand, an Educator has its space to inspire into a scope of volume in derivative function. As the limit trying to approach into a level that can be accepted, the volume of an object has it shown from a model of the area. In the meaning as much as educators want to inspire the learner on their pursuit of learning, Marshal M also mentioned, “unfortunately today’s educational establishment still has a 20th-century mindset that focuses on EXTERNAL APPROACHES to increase motivation. An example of the fallacy of this approach is the defunct self-esteem movement that used external approaches such as stickers and praise in attempts to make people happy and feel good” in terms of reality like many learners now just care about what score they get instead of what have I learned, and I can contribute to our community. It would be better for each educator to be able to minimalize the long-term effect of these weaknesses throughout the communication way.

Lastly, in the comes to teaching, our education teams will need our best to discipline our learners. Discipline methods as one derive from communication in classroom management. Like it has been mentioned by Nelsen, J., & Gfroer, K. (2017) in Positive discipline tools for teachers: Effective classroom management for social, emotional, and academic success, there are five criteria on positive discipline, in which as an educator we could use our creativity on using it. It won’t be embarrassing if we can’t use five criteria in one action. As Educator our creativity in communicating to build positive discipline effort will be rewarded.  Especially to help our learners. In local Chinese High Schools, for example, learners are taught to help each other and memorizing, but in the international program of local Chinese High School, learners will do their best on helping their friends at the local department as a sense of their connection, with this way as their educator or teacher we can be happy on how well our learners on discover their hidden talent on sharing their knowledge and to use their power constructively not only within their social community in the school within their foreign teacher but also within their friends in the local department. It is helpful for the Educator on being creative to use the discipline method to develop a better learner community.

In conclusion, we now know on each learner is not an object, and each educator is not a subject. Therefore, there are no other models that can be satisfied each individual except we can teach them the joy of our specialty with leading to discover their capability and to use it constructively like Nelsen J. ever mentioned, also as mentioned by Linda Albert,” Students won’t always remember what we teach them, but they will never forget how we treat them”.


01. Ginott, Haim. posted September 17, 2012. Haim Ginott 7: Ginott talks about communicating with children. YouTube. [Video]. Retrieved from [Accessed on February 8, 2021]

02. Marshall, M. (2017). How to discipline without stress, punishment, or rewards. Retrieved from [Accessed on February 5, 2021]

03. Nelsen, Jane. Five Criteria for Positive Discipline (n.d.). [Video]. Retrieved from [Accessed on February 6, 2021]

04. Nelsen, J., & Gfroer, K. (2017). Positive discipline tools for teachers: Effective classroom management for social, emotional, and academic success. Retrieved from: [Accessed on February 5, 2021]