Discipline Profiles
| Program | Author | Underlying beliefs | Main focus | Students' basic needs to be met |
|---|---|---|---|---|
| Discipline with Dignity Based on William Glasser | Allen Mendler and Richard Curwin | All students' dignity must be enhanced and preserved, regardless of their behavior. | Problem solving; prevention; student involvement in the discipline process, which allows students to internalize the values underlying desired behaviors. | To feel and believe they are capable and successful; to know they are cared about by others; to realize that they are able to influence people and events; to remember and practice helping others through their own generosity; to have fun. |
| Kids are Worth It! Based on author's experience as a teacher, university instructor, and parent | Barbara Coloroso | Students can develop self-discipline if treated with respect, given responsibilities and choices and allowed to experience reasonable and realistic consequences for those choices. Children need to be taught how to think, and not just what to think. | Showing students what they have done wrong, giving them ownership of the problem, showing them ways to solve the problems, while leaving their dignity intact. | Children need six "critical life messages" every day:
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| Cooperative Discipline Based on Alfred Adler, Rudolf Dreikurs, William Glasser, Albert Ellis, and Eric Berne | Linda Albert | Students must be affirmed and given opportunity to share in the responsibility for their own behavior. | Identifying the goals of a particular misbehavior; intervening at the moment of misbehavior; building student self-esteem for future positive interactions; involving students, colleagues, and parents in the process. | To belong; to feel capable of completing tasks in a manner that meets the standards of the school; to believe they can connect successfully with teachers and classmates; to know they contribute in a significant way to the group. |
| Positive Classroom Discipline Based on author's experience as a clinical psychologist with both special and regular populations of students, and work with exemplary teachers to clarify effective teaching practices | Fred Jones | Classroom management procedures must be positive and gentle, must set limits and build cooperation in the absence of coercion. They must also be economical, practical, simple, and must ultimately reduce the teacher's work load. | Managing group behavior in order to reduce disruptions; teaching students to internalize discipline; classroom structure; limit-setting; incentive systems; responsibility training; managing behavior outside the classroom. | To learn self-regulation within a context of clear expectations, consistent limit and cooperation with peers; to belong to a peer group; to make a positive contribution to that group with learning as the reward. |
| Stress-Free Discipline Based on Parent Power: A Program to Help Your Child Succeed in School; Constructive Discipline; legal briefs | Larry Mazin | Successful classroom management and discipline can be achieved with minimal stress for teachers and the goal of self-discipline for students. | Working with at-risk and special needs students; school safety, violence prevention, and controlling gang activity; legal aspects of discipline programs. | To be empowered; to be responsible for their behavior; to cooperate. |
| Reality Therapy and Discipline Based on William Glasser | Robert Wubbolding | Genuine discipline comes from choices that satisfy a person without infringing on the rights of others. Genuine discipline is internal. | Helping students define their wants, define their behaviors, practice inner self-evaluation and make a plan to fix the problem. | To belong and to be involved with people; to possess power or to achieve; to have fun; to be internally free. |
For more information on these programs, contact:
National Educational Service
1610 W. Third Street
P.O. Box 8, Station K4
Bloomington, IN 47402-0008
(800) 733-6786 or (812) 336-7700
