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In Positive Discipline, Dr. Nelson approves of logical consequences. Logical consequences are directly related to the behavior. Logical consequences show respect to the child by not assigning blame, shame, or pain. They are reasonable and encourage a change in the behavior (Nelson, 2014). An example of a logical consequence would be students in the art room spilling paint on the tables and spreading it around for fun. A logical consequence would be to ask the students how and when they intend to clean up their mess.

The Inner Discipline model acknowledges the power of natural consequences running out their course. Natural consequences are not distributed by the teacher, rather they are a natural side effect of student behavior. For example, if Johnny contributes nothing to a group project, and through group evaluation is assigned a poor grade by his peers, Johnny will feel disappointment and remorse when he receives a failing grade. The failing grade then provides motivation to work harder during the next assignment The teacher has not interfered with the natural consequences the student received for not participating in the group assignment.

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Positive and Inner Discipline are very similar, in fact Barbara Coloroso's theories cite the work of Dr. Nelson in her references.

- Both principles give student's ownership over their behavior problems and solutions.
- Both models offer students a safe place away from peers to collect their thoughts and emotions.

- Both models require the teacher identify the misbehavior and find solutions in lieu of punishments.

-  Both models strive for students to maintain dignity

-   Both models have a “Three R’s Principle”:

In Positive Discipline, 'Managing Mistakes and Problems,’ students recognize, reconcile, and resolve their problems.  In Inner Discipline, 'Reconciliatory Justice,' students seek restitution, resolution, and then reconciliation.

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Positive Discipline in Action: Example 4

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Positive Discipline in Action: Example 4

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Establish a "Positive Time Out" zone. This
comfortable and encouraging area of the
classroom contains soft pillows, books, plush toys, an inspirational poster,
and a quiet puzzle to redirect students who need a moment to collect their thoughts and actions (Nelson, n.d.).  This example focuses on eliminating the need for punishments and punitive actions.  When a student misbehaves in a classroom with a positive time out zone, the student is invited to retreat and reflect in this comfortable setting; the teacher can distant him/herself from the situation to prevent escalation.  The student can relax quietly or select something from a calm down kit to play with. Stress balls, snow globes, and bubble globes are great sensory calming options. The teacher quietly conferences with the student to review their behavior away from peers, maintaining student dignity.  When the student is ready to rejoin the class they can leave the positive time out zone.

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Positive Discipline in Action: Example 3

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Positive Discipline in Action: Example 3

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This video depicts a middle
school math teacher preparing his students in the procedure he expects
for entering his classroom and beginning the work day.
Through modeling the procedure and repetition of the procedure, his
expectations are clear and
transitioning into class becomes a positive habit (Romagdolo, n.d.)  Modeling classroom procedures introduces the students to acceptable, cooperative behavior, and prevents misbehavior.

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Are you having trouble setting the tome of your classroom? Then this video is for you. Learn creative strategies for classroom management that will work from day 1 of the school year.

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Positive Discipline in Action, Example 2

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Positive Discipline in Action, Example 2

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Assigning jobs to each
member of the class on a
rotating schedule builds
character skills in
responsibility, team work,
and self managing
capabilities (Nelson, n.d.). This example also follows the principle ideas of engaging the students and giving them ownership of classroom activities.

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Positive Discipline in Action, Example 1

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Positive Discipline in Action, Example 1

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Creating a classroom doctrine invites everyone to participate in designing the
rules for the class. Everyone signs the
document to show their personal commitment to following the ideals of the
community.  This example promotes student ownership of the classroom. When a student is misbehaving in this classroom, the teacher reminds the student of the contract they signed and asks if they plan to uphold the details of the contract.

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Grouping students by colored table for easier redirection:

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Grouping students by colored table for easier redirection:

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Example 3 - Maintaining Student Dignity: A Characteristic of BOTH Inner and Positive Discipline

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Example 3 - Maintaining Student Dignity: A Characteristic of BOTH Inner and Positive Discipline

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This video shows a number of teachers
using both verbal and non verbal signals
to redirect misbehavior without interupting
the flow of instruction.

One idea to maintain student dignity in times of redirection is to group students in seating arrangements around rainbow colored tables. When the teacher verbalizes how "The red table is working hard to solve this problem" and "I do not
have the full attention of the green table,"
students recognize when they are misbehaving without being called out by name (Lemon, 2010). Students have the opportunity to self-regulate their behavior before the teacher resorts to more direct communication.

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Teach Like a Champion: Getting everyone's attention in class

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A cool off corner is a popular "safe place" in the classroom where children can take a moment to calm down and reflect on their behavior (O'Brien, 2015). Similar to a positive time out zone, this location is a calm alternative to punishment. Teachers can place a journal for writing reflections or a worksheet that helps the student identify the behavior and ways they can manage the problem. In this exercise, the student takes ownership of the behavior.  This journal should be age appropriate.

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In this video, experienced
educator Rita Pierson describes
and role plays how aggression and
anger triggers mirrored behaviors
in the student. She then examines
how the educator might change her
tone of voice and choice of words
to better explain her disappointment and ask the student to own the problem and negotiate a win-win result (Aha!Process, 2012). This educator clearly identifies the misbehavior, offers suggestions for resolve the problem, reinforces her trust and belief in the student with positive affirmations, and ends the communication calmly and cordially. The goal of the encounter is to maintain student dignity.

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Rita Pierson: Teaching Tips (Win-Win Conversations)

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1. Students take initiative to resolve problems:

- Students first identify the problem

- Students then offer acceptable solutions

- Students then weigh their options

- Student selects the best course of action

- Student outlines a plan and sees it through

- Student reflects on the outcome

(Albert, Coloroso, Nelson, & Lott, 2011).

2. All children need 6 critial life messages:

- I believe in you

- I trust in you

- I know you can handle this

- You're listened to

- You're cared for

- You're important to me

(Devel Res Interview, 2013)

3. School is an equal partnership between the faculty and the students, neither should dominate the other.

4. Punishments induce: Fear, fighting back, and flight (Albert et al., 2011).

5. Consequences are appropriate and consistent.

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Inner Discipline, a model developed by Barbara Coloroso, centers on the idea that students have ownership of their problems. Teachers achieve this idea by following three general philosophical thoughts: (1) All children are worth the teacher's time and effort; (2) Teachers should model the Golden Rule; and (3) Student dignity remains intact in all situations. In the Inner Discipline method, the teacher believes in the capabilities of each individual student and encourages self-management and self-regulatory behaviors. Students might experience natural consequences as a result of their actions as long as those consequences are reasonable and appropriate. Students earn the trust of their peers and the teacher, take responsibility for their actions, and feel confident about their decisions (Albert, Coloroso, Nelson, and Lott, 2011).

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Aha!Process (2012, April 17). Rita Pierson: Teaching tips (Win-win conversations) [Video file]. Retrieved from https://youtu.be/jwSZ3XYUZME

Albert, L., Coloroso, B., Nelson, J., & Lott, L. (2011). Disciplie through belonging, cooperation, and self control. In Pearson, Classroom management for a diverse school and society (269-288). New York, NY: Pearson.

Cummings, J. (n.d.). Teacher kneeling by a student's desk. [Digital image]. Retrieved from https:// www.greatergood.berkeley.edu

Devel Res (2013, May 28). Barbara Coloroso's six life messages [Video file]. Retrieved from https:// youtu.be/VAiicVV3BS0

Howcast (n.d.). Classroom management 101 [Digital image]. Retrieved from https://www.howcast.com

Jackson, M. (2014). Calm down kit. [Digital image]. Retrieved from https:// www.mrsjacksonskinders.blogspot.com

Lemon, D. (2010, March 29). Teach like a champion: Getting everyone's attention in class [Video file]. Retrieved from https://www.youtube.com/watch?v=EC0ltKOwF_A&sns=em

Mulvahill, E. (2016). 25 Ideas for flexible, fun classroom job charts. [Digital image]. Retrieved from https: \www.weareteachers.com

Nelson, J. (n.d.). Positive discipline guidelines. Retrieved from https://www.positivediscipline.com

Nelson, J. (2014, May 12).  Logical consequences [Blog post].  Retrieved from http://blog.positivediscipline.com/2013/05/logical-consequences.html

O'Brien, N. (2015, July 27). How I create and maintain a positive classroom culture for K-2 [Blog post image]. Retrieved from https://i.pinimg.com/236x/cf/45/8d/cf458d9a0076917310fe18d73869af8e--emotional-regulation-zones-of-regulation.jpg.

Romagnolo, N. (n.d.). Setting the tone from day one [Video file]. Retrieved from https://www.teachingchannel.org/videos/setting-classroom-tone#

Scholastic (n.d.). We the kids of Mrs. Ayala's class. [Digital file]. Retrieved from www.scholastic.com

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5 Characteristics of Positive Discipline

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5 Characteristics of Positive Discipline

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1. Encouraging classroom participation promotes a feeling of belonging (Nelson, n.d.). In turn, feeling like a contributor minimizes the need for attention seeking behavior.

2. Teacher creates opportunities for student ownership of classroom rules and procedures.

3. Redirect children who are misbehaving until they can calmly and effectively address the problem and brainstorm a solution. Dr. Nelson points out "It does not work to deal with a problem at the time of conflict" (Nelson,n.d.).

4. Model the desired behaviors: encouragement, good manners, cooperation, mutual respect, and apologies. Students must observe acceptable language and tone of voice to understand positive discourse between peers.

5. Establish and practice clear procedures for frequent transitions and classroom activities.

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The Positive Discipline model,
developed by Dr. Jane Nelson, seeks to
address and resolve mistakes and replace
them with more cooperative behavior.  This model is based on work by Alfred Adler and Rudolf Dreikurs in the 1920's.  The goal of positive discipline is to mold respectful, compassionate, responsible, happy children without using punishment,
yelling, or copious rules. The five basic
criteria for this model of discipline are:
being kind while being firm; offer children a
sense of belonging and significance within
the classroom community; focus on the
long term use of the method therefore
creating a lasting behavior; develop within
each student valuable life skills that
contribute to their character; and cultivate
the belief in one's own capabilities (Nelson, 2014).