1. CLASSROOM
DISCIPLINE

2. WHAT IS CONSTRUCTIVE OR POSITIVE
DISCIPLINE?
 It describes a way to reduce undesirable
behavior, and increase desirable behavior, by
rewarding the positive rather than punishing
the negative.
“Behavior that is rewarded is behavior that will
be repeated”.

3. PEDAGOGICAL PRINCIPLES OF CONSTRUCTIVE
DISCIPLINE
 The constructive discipline approach is holistic
- recognizes that all aspects of children’s
learning and development are interrelated.
The constructive discipline approach is
strengths-based
- recognizes that every child has strengths,
competencies and talents.

4. PEDAGOGICAL PRINCIPLES OF CONSTRUCTIVE
DISCIPLINE
 The constructive discipline approach is positive
- When children’s strengths are recognized,
their motivation increases and they view
themselves as increasingly competent.
 The constructive discipline approach is
inclusive
-respectful of children’s individual
differences and equal rights.

5. PEDAGOGICAL PRINCIPLES OF CONSTRUCTIVE
DISCIPLINE
 The constructive discipline approach is
proactive
Teachers are much more effective when they
plan to help children succeed over the long term
than when they react to short-term difficulties.
The constructive discipline approach is
participatory
-involves student participation in decision-
making and respect for students’ viewpoints.

6. PRINCIPLES AND TECHNIQUES OF
EFFECTIVE AND CONSTRUCTIVE
DISCIPLINE

7. PRINCIPLES AND TECHNIQUES OF
EFFECTIVE AND CONSTRUCTIVE DISCIPLINE
1. When/Then – Abuse It/Lose It Principle
- teaches the students to be responsible,
obedient and accountable.
2. Incompatible Alternative Principle
- Give the pupil something to do that he
can’t do while misbehaving.
3. Choice Principle
- Give the child two choices, both of which
are positive and acceptable to you.

8. PRINCIPLES AND TECHNIQUES OF
EFFECTIVE AND CONSTRUCTIVE DISCIPLINE
4. Make a Big Deal Principle
- Make a big deal over responsible,
considerate, appropriate behavior.
5. Modelling Principle
- Model the behaviors you want. Show the
pupils, by example, how to behave.
6. Privacy Principle
- Never embarrass a pupil in front of his
classmates.

9. PRINCIPLES AND TECHNIQUES OF
EFFECTIVE AND CONSTRUCTIVE DISCIPLINE
7. Positive Closure Principle
- At the end of the day, remind your pupils that
they are special and loved.
8. Talk with them, Not to Them Principle
- Focus on two-way communication rather
than preaching to children. Listen as well as talk.
9. Pay Attention Principle
- Keep your eyes and mind on what is
happening. Don’t wait until the child is out of
control to step in.

10. PRINCIPLES AND TECHNIQUES OF
EFFECTIVE AND CONSTRUCTIVE DISCIPLINE
10. Use Actions Instead of Words
- Don’t say anything. When the pupil continues
to get out of classroom and comes to the canteen,
take him back to the classroom – as many times as it
takes.
11. Whisper Principle
- Instead of yelling, screaming or talking in a
loud voice, surprise the child by lowering your voice
to a whisper.
12. Get on Child’s Eye Level Principle
- When talking with the child, get down on
his/her eye level and look him in the eye while talking
softly to him.

11. PRINCIPLES AND TECHNIQUES OF
EFFECTIVE AND CONSTRUCTIVE DISCIPLINE
13. Focusing
- Be sure you have the attention of everyone in
your classroom before you start your lesson.
14. Direct Instruction
- Begin each class by telling the students
exactly what will be happening.
15. Modelling
- “Values are caught, not taught.” Teachers
who are courteous, prompt, enthusiastic, in
control, patient and organized provide examples for
their students through their own behaviour.

12. PRINCIPLES AND TECHNIQUES OF
EFFECTIVE AND CONSTRUCTIVE DISCIPLINE
16. Non-verbal cues
- It can be facial expressions, body posture
and hand signals.
17. Assertive I-Messages
- These are statements that the teacher
uses when confronting a student who is
misbehaving.

13. QUESTIONING OLD
ASSUMPTIONS

14. QUESTIONING OLD ASSUMPTIONS
OLD ASSUMPTION POSITIVE DISCIPLINE VIEW
Physical When we exert power over students,
punishment is we create power struggles. Over time,
necessary to many students will resist our control by
maintain control in acting out, lying, skipping school or
the classroom. dropping out. Teachers should focus
on facilitating learning, not trying to
control it. Learning should be active
and enjoyable for students within a
warm and structured learning
environment created by the teacher.

15. QUESTIONING OLD ASSUMPTIONS
OLD ASSUMPTION POSITIVE DISCIPLINE VIEW
Authority and respect are often
Without physical confused with fear. Authority comes
punishment, I will from knowledge and wisdom; fear
lose my authority comes from coercion. Respect is
and the students’ earned and freely given; fear is an
respect. involuntary response to pain and
humiliation. Respect builds
relationships and strengthens bonds;
fear erodes them.

16. QUESTIONING OLD ASSUMPTIONS
OLD ASSUMPTION POSITIVE DISCIPLINE VIEW
My students’ Children build their own
silence in the understanding of the world and all of
classroom is a sign the people and objects in it. Their
of their respect for curiosity is innate. They are born
me. When they wanting to learn and understand
speak or ask everything. Their questions and
questions in class, curiosity should be encouraged and
they are nurtured so that they continue to want
challenging my to learn throughout their lives.
authority. Students’ silence is not a sign of
respect. Usually it indicates fear,
anxiety, disinterest, boredom or lack of
understanding.

17. QUESTIONING OLD ASSUMPTIONS
OLD ASSUMPTION POSITIVE DISCIPLINE VIEW
Physical Throughout those decades, many
punishment has students hated school and dropped
worked for out. Many with great potential lost
decades, so why their motivation to learn. Many have
should we stop it painful memories and suffer from low
now? self-confidence and depression. Some
carry resentment and hostility
throughout their lives.

18. QUESTIONING OLD ASSUMPTIONS
OLD ASSUMPTION POSITIVE DISCIPLINE VIEW
It is the teacher’s Children are active learners. They
job to give learn and understand best when they
information and are actively involved in the learning
the student’s job to process. When they are required to sit
remember it. They quietly and listen, their active minds
have to sit still and wander. Children need to use their
be quiet so that learning constructively, not just to
they can learn. remember facts. Teachers need to
provide many opportunities for
students to experiment, discover and
construct their knowledge. This is how
they learn and remember best.

19. QUESTIONING OLD ASSUMPTIONS
OLD ASSUMPTION POSITIVE DISCIPLINE VIEW
Children are Children are complete human beings.
incomplete beings. They might understand things
Teachers help to differently than adults do, but they are
build them into just as intelligent and have all the
complete people. same feelings as adults. Children are
worthy of respect and they have
inherent rights, including the right to
participation.

20.  REFLECTION    

21. THINK ABOUT IT
Tomorrow, your students are going to have a
national examination. You have been working
with them for two months to master the material.
This is your last day to help them prepare. Some
of the students are not concentrating today. They
are whispering to each other, laughing and
disrupting the class. You have told them to settle
down, but they continue to make noise and
distract the other students. Think about what is
going on inside of you.

22.  How are you feeling?
 What do you want to make happen at this
moment?
 What will you do to make these things happen
right away?

23. AS YOU THINK ABOUT YOUR FEELINGS IN THE
SITUATION, DID YOU INCLUDE:
 stress?
 frustration?
 anger?
 exasperation?
 rising blood pressure?
 physical tension?
 powerlessness?
 desperation?

24. AS YOU THINK ABOUT WHAT YOU WANTED YOUR
STUDENTS TO DO IN THE SITUATION, DID YOU
INCLUDE:
 being quiet?
 paying attention?
 showing respect?
 listening to you?
 doing what you say?

25. AS YOU THINK ABOUT HOW YOU WOULD TRY TO
MAKE THE STUDENTS DO WHAT YOU WANT THEM
TO DO, DID YOU INCLUDE:
 yelling?
 threatening?
 sending students out of the classroom?
 hitting?
 storming out of the room?
 telling the students they are stupid, useless, lazy
or bound to fail?

26. This situation is one of short-term stress.
These situations have three main features:
1. You want your students to change their
behaviour now.
2. You are in an emotional state of frustration,
anger and powerlessness.
3. You try to force the students to change their
behaviour through regaining power and control.
Situations of short-term stress are common in
classrooms around the world. And teachers’
reactions to them are often harsh and punitive.

27. THINK ABOUT IT
They are all grown up. They are 20 years old now.
Tomorrow, your school is hosting a reunion. Many
of your former students plan to attend.

28. Think about what is going on inside of you at this
moment.
What will you feel when you see them at that
age?
What kind of people do you hope they will be?
What do you hope they will have accomplished
by then?
What kinds of relationships do you hope they will
have?
How do you hope they will feel about you?

29. AS YOU THINK ABOUT HOW YOU WILL FEEL,
DID YOU INCLUDE:
 happiness?
 excitement?
 pride in the positive role you played in their
lives?

30. AS YOU THINK ABOUT THE KINDS OF PEOPLE YOU
HOPE THEY WILL BE, DID YOU INCLUDE:
 confident?
 good at communicating?
 having a love of learning?
 courteous?
 able to think independently?
 good at resolving personal conflicts?
 kind and empathic?
 honest?
 resilient to stress and adversity?

31. AS YOU THINK ABOUT WHAT YOU HOPE THEY WILL
HAVE ACCOMPLISHED, DID YOU INCLUDE:
 getting an advanced education?
 contributing positively to their community?
 mastering challenges in their lives?
 achieving their dreams?

32. AS YOU THINK ABOUT THE KINDS OF
RELATIONSHIPS YOU HOPE THEY WILL HAVE, DID
YOU INCLUDE:
 happy?
 trusting?
 mutually respectful?
 non-violent?

33. AS YOU THINK ABOUT THE FEELINGS YOU HOPE
THEY WILL HAVE ABOUT YOU, DID YOU INCLUDE:
 affection?
 thinking of you as a positive force in their lives?
 remembering you as kind and supportive?
 attribution their success to your wise guidance?

34. These are long-term goals. Long-term goals are
those lasting impacts that we hope to have on
our students.

35. HOW WELL DO YOUR SHORT-TERM REACTIONS
LEAD YOU TOWARD YOUR LONG-TERM GOALS?
Short-term Reactions Long-term Goals
 criticizing  building self-esteem
 Slapping  teaching non-violence
 building resilience
 name-calling  creating a positive
 Threatening attitude toward learning
 inspiring happy
memories of school
and of you
 embarrassing