Promoting Self-Discipline in
Children
Kostelnik’s Chapter 6
Positive Discipline by Jane Nelsen
What is “Self-Discipline?”
….the voluntary, internal
regulation of behavior
(Marion, 1999)
How Does Self-Discipline
Evolve?

The Earliest Days (no regulation)

Adherence (external regulation)

Identification (shared regulation)

Internalization (self regulation)
What Influences SelfDiscipline?

Emotional Development


Empathy, Guilt
Cognitive Development

Reasoning, Centration, Irreversible
Thinking, Behavior Association
Language Development
 Memory Skills

How Does Experience
Influence Self-Discipline?
Modeling
 Attribution
 Instruction



Indirect Instruction
On-the-Spot Coaching
Consequences
 Positive Discipline

What about the Influence of
Adult Discipline Styles?
Uninvolved Teaching Style
 Permissive Teaching Style
 Authoritarian Teaching Style
 Authoritative Teaching Style



High on control, communication,
nurturance, & responsibility
Positive Discipline with Dignity
What are Basic Concepts of
Positive Discipline?






Children are Social Beings.
Behavior is Goal Oriented.
A Child’s Primary Goal is to Belong and to be
Significant.
A Misbehaving Child is a Discouraged Child.
Social Interest
Mistakes are Wonderful Opportunities to
Learn (Recognize, Reconcile, Resolve)
Why Do Children Misbehave?

Attention-Getting




Student: “I belong when I’m noticed or served.”
Teacher: Feels annoyed – reacts by reminding,
coaxing student
Student: Stops temporarily; later resumes same
behavior
What to Do: Ignore Behavior when possible,
given attention in unexpected ways, notice
positive behavior
Why Do Children Misbehave?

Power Seeking




Student: “I belong when I’m in control or proving
no one can make me do anything.”
Teacher: Feels angry, provoked, gives in or fights
power with power
Student: Intensifies power struggle or submits
defiantly
What to Do: Withdraw from conflict; help
students construct power constructively by
enlisting their help
Why Do Children Misbehave?

Revenge




Student: “I belong only when I hurt others
and get even.”
Teacher: Feels hurt; retaliates
Student: Seeks further revenge
What to Do: Avoid punishment,
retaliation; rather build trusting
relationships
Why Do Children Misbehave?

Display of Inadequacy




Student: “I belong only when I convince
others that I am unable and helpless.”
Teacher: Feels despair, hopeless,
discouraged
Student: Shows no improvement
What to Do: Recognize student’s deep
discouragement; Don’t give up, pity, or
criticize; Encourage positive effort; get help
What are Consequences?
Natural
Arbitrary
Occur
automatically
Arranged &
Not related to
behavior
Least effective
Never –
danger, others’
rights, no
problem
Logical
Arranged &
related to
behavior
Alwaysrelated,
respectful,
reasonable
What are Results of Not Using
the Three R’s?

Resentment


“I can’t trust adults.”
Revenge


“They are winning
now, but I’ll get
even.”
Rebellion


I’ll do just the
opposite to prove I
can.”
Retreat

“I won’t get caught
next time.” or “I am
a bad person.”
Case Study Activity
Read case study (similar to the type of
open-ended questions on PRAXIS II –
PLT)
 Discuss solutions with cooperative
learning group
 Write a thorough answer to the problem
 Share your answers with class
