Posts Tagged Discipline

Discipline Online

Discipline Online is now available for teachers, parents, and anyone working with young people. 

If you are at a school, home, or youth setting where discipline and behavior are out of control and where young people are not acting responsibly, then Discipline Online will be of great assistance. If you are a leader, teacher, or parent that imposes punishments, lectures, nags, or uses time-outs or detention, then Discipline Online is for you. If you are still rewarding young people for things they should be doing anyway, learn a better way.

You owe it to yourself—and to the people with whom you work—to use a more effective approach than any of those mentioned above. Learn how to deal with behavior challenges … >>>


Teaching Essentials

Curriculum, Instruction, Classroom Management, and Discipline
Join successful teachers who understand the differences to pinpoint a problem.

Curriculum refers to what is taught.
Instruction has two parts: teaching and learning
(1) what the teacher does and (2) what the students do.
Classroom Management deals with how things are done. It’s about practicing procedures until they become routines. Classroom management is enhanced when procedures are explained, modeled for students, practiced, and periodically (when necessary) reinforced by practicing again. Classroom management is the teacher’s responsibility.
Discipline is the student’s responsibility. It deals with how they behave. It’s about impulse management and self-control.

If you have an unsuccessful lesson, ask yourself:
Was it the curriculum? I just didn’t make … >>>


Discipline Without Stress Newsletter – December 2014

Volume 14 Number 12


  1. Welcome
  2. Promoting Responsibility
  3. Increasing Effectiveness
  4. Improving Relationships
  5. Promoting Learning
  6. Parenting
  7. Discipline without Stress (DWS)
  8. Reviews and Testimonials 




My moods are my responsibility.

(Remember that the ONLY way to change an emotion is to redirect your thinking. Emotion ALWAYS follows cognition.)


External motivators unfortunately are used extensively in schools and homes. These include telling young people what to do, threatening and punishing them, and rewarding them for things that they should do. These approaches teach young people OBEDIENCE. The shortcomings of obedience appear when teachers and parents are not around to use these EXTERNAL motivators.

The “Raise Responsibility System” focuses on internal motivation, which builds the vision

>>> READ MORE >>>

Classroom Management, Discipline, Curriculum, and Instruction

An understanding of each distinctive concept is essential for effective teaching.

“The Brilliant Inventiveness of Student Misbehavior: Test Your Classroom Management Skills” was the title of an article in a well-respected educational journal. The article had some good suggestions. However, there was a glaring misnaming in that the article had nothing to do with classroom management. The article was entirely about discipline.


So are many educators—even college professors. When speaking at an international conference on character education, a college professor said to me, “I don’t like the word ‘discipline’; it’s too harsh, so I use the term ‘classroom management’ instead.” This teacher of teachers had not a clue as to the differences.

I was honored as the Distinguished Lecturer … >>>


Discipline Is a Liberating Word

A happy life is a disciplined life.

Most people misunderstand the term “discipline.” A university professor once told me this term is so negative that he never uses it. Instead, he uses the phrase “classroom management.” As with so many educators, the professor mistakenly used these two terms as if they were synonymous. On the contrary, classroom management is about making instruction and learning efficient. This is the teacher’s responsibility. Discipline is about behavior and is the student’s responsibility.

The key to classroom management is to teach a procedure for everything you want your students to do. A major mistake many teachers make is assuming that students know what the teacher wants-without the teacher’s first modeling, then teaching, and then … >>>