Positive Discipline in the Classroom: 10 Strategies Teachers Can Use Without Fear or Shame

Set Clear Expectations

Children cannot consistently follow expectations they do not understand. Instead of relying on vague instructions such as “Behave properly,” teachers can describe the behaviour they want students to demonstrate.

For example, “Be respectful” can be made more practical by explaining what respect looks like in that classroom: listening while someone speaks, keeping hands to oneself, using appropriate language and allowing others to participate.

Correct Behaviour Without Humiliation

Correcting a behaviour does not require attacking a child's identity. Teachers can describe the behaviour, explain the expectation and communicate what needs to happen next.

Public humiliation may draw attention to the behaviour, but it does not necessarily teach the child what to do differently next time.

Give Students Appropriate Choices

When appropriate, teachers can offer limited choices instead of turning every situation into a power struggle.

Choices should remain within the classroom boundary. The teacher does not give up the expectation; the student receives some control over how to meet it.

Use Natural and Logical Consequences

Consequences can be connected to the behaviour rather than being unrelated acts of punishment.

If a student misuses classroom materials, for example, the response can involve repairing, organising or appropriately restoring the situation when practical.

The purpose is not simply to make the child suffer a consequence. The purpose is to connect actions with responsibility and learning.

Teach Students How to Regulate Their Responses

Telling a child to “calm down” is not the same as teaching the child what to do when frustration rises.

Depending on age and context, teachers can explicitly teach strategies such as pausing, breathing, asking for help, using a quiet space, identifying emotions or breaking a difficult task into smaller steps.