This document summarizes research on the effectiveness of different discipline strategies used in the classroom. The researchers studied preventive, supportive, and corrective discipline strategies. They found that preventive strategies, such as establishing clear rules and consequences, were the most effective at reducing disruptive student behaviors. Supportive and corrective strategies were less effective because students only stopped misbehaving temporarily. The researchers conclude it is important for teachers to teach students appropriate classroom behaviors and be consistent in applying discipline strategies.

1. Applying discipline strategies
in the classroom
Natalia Martínez Camacho
Linda Lucia Callejas Afanador

2. Would you like to
be the teacher of
that class?
Were there
inappropriate
behaviors?
Do you think
students know
that their
behaviors are
not considered
appropriate for
that context?
Would codes of conduct
prevent those
inappropriate behaviors
from happening?
Is it important to let
students know what
kind of behaviors are
expected from them?

3. That’s why…

4. Workshop Rules
2. Participate actively and
enthusiastically.
3. Raise your hand to
participate.
4. Be open to new concepts
and ideas.
5. Respect speaking turns.
6. Respect each other’s
ideas.
7. Follow instructions.
8. Be supportive rather than
judgmental.
9. Confine your discussion to
the current topic.
10. Ask questions only for the
purpose of gaining clarity
and understanding.
11. Stay until the end of the
session.
12. Be kind with your words
and actions.
13. Share relevant
information.
14. Be fully present.
1. Keep phones on silent
or vibrate mode
during the session.

5. What we did
was…
Done step by step.

7. Preventive discipline
Choose your
approach.
Raise
students
awareness.
Set limits.
Consequences

8. Preventive Discipline
Strategies
It refers to the strategies that teachers
use to prevent student misbehavior.

9. Some preventive strategies are:
 Establish classroom rules
and consequences with
student input.
 Establish and teach
classroom routines.
 Establish effective transition
procedures for students
moving between activities.
 Teach students:
anger/stress management
and/or conflict resolution
skills.
 Provide lessons that are
relevant and of high interest.
 Avoid language that is overly
authoritative or
condescending.
 Deliver warnings and
reminders in a calm
manner.

11. C. Community
involvement
Measures taken to
assist students
with self-control
by helping them
get back on task.
D. Classroom
responsibilities
A. catching
student’s
attention
B. offering a
verbal warning.

12. No 1 No 2 No 3
The student in
class who
persistently
arrives late or
leaves early.
Elementary grade
students exhibiting
undesirable
classroom
behaviors such as
wandering around
the room.
Elementary grade
students with
behaviors such as
temper tantrums.

13. No 4 No 5
Personalities clash
between students.
Students "bother" their
classmates by poking,
pushing, interrupting,
and ridiculing them.

14. It refers to consequences deliver to students.

15. A. Options for distracting behaviors
Reinforcement schedule
Contract
Self-monitoring
B. Options for Controlling Behaviors
Talking tickets
Let’s chat
Tokens
C. Options for Anger/Violent Behaviors
Chill-Out Time
Chat Time With Students

16. A. options for
distracting behaviors.
B. options for
controlling behaviors.
C. options for
anger/violent behaviors
Use of profanity or
derogatory language.
Use of cell phones or
other electronic devices
in the classroom .
One child attempted to
interrupt with peers
from any location in the
room.
Talking when the
instructor or others are
speaking.
Frequently entering
class late or leaving
early.
Eating in class.
Failing to respect the
rights of other students
to express their
viewpoints.
Verbal abuse (e.g.,
taunting, badgering,
intimidation).
Physical violence (e.g.,
shoving, grabbing,
assault, use of
weapons).

17. We carried out a research study.

18. How effective are preventive, supportive and
corrective discipline strategies as a way to cope with,
avoid and reduce disruptive behavior?

19. Disruptive behavior
Disruptive behaviors are attitudes that inhibit the achievement of
the teacher’s purposes (Levin and Nolan 1996).
According to Nordahl (1998) the mentioned behaviors can be
classified into 4 categories:
1. Behaviour, which influence upon the teaching process and the
pupils learning process.
2. Social isolation.
3. Out acting behavior.
4. Norm breaking and criminal behavior.

20. Classroom management
Groves (2009) describes classroom management as “your
personal toolkit of policies, actions and words, which you use to
keep your classroom functioning smoothly and your students
working safely and efficiently”.

21. Discipline strategies
Strategies used to maintain discipline.
1. Preventive strategies
2. Supportive strategies
3. Corrective strategies

22. 1. Choosing an approach: collaborative approach (rating scale)
2. Selecting discipline strategies:
2.1 Preventive strategy; rationale, setting rules and
establishing consequences.
2.1 Supportive strategy; verbal warning and catching
students’ attention.
2.2 Corrective strategy; whole monitoring, chat time and
tokens
3. Collecting and analyzing data; anecdotal record and teacher’s
diary.

23.  Students considered preventive strategies to be very effective.
 Students were able to identify corrective strategies as they
occurred in the classroom.
 We found out that most of the disruptive behavior decreased
when we applied the preventive strategy.
 Using supportive and corrective strategies was not as effective
as using preventive strategies since with the former students
stopped misbehaving just temporarily.

24.  This study is of highly importance to show teachers that
there are certain techniques and strategies to be used
when different disruptive behaviors are presented in the
classroom.

25.  If we expect effective outcomes from the application of
discipline strategies, we must devote some time on
preparing and teaching our students the appropriate
behaviors in the classroom. It is a long on-going process
and we should bear in mind that consistency is the key to
having long-lasting results.

27. This workshop wouldn’t have been possible
without the help and support of a very
special person…
Thank you Professor Raúl García!

30. Choose your approach.
Theoretical
approaches
to classroom
management

31. Raise students awareness.
Students
should be
aware of:
Appropriate/ Inappropriate behaviors
Behavioral expectations
Reason for the expectations

32. Set limits.
Establishing
classroom
rules
Work together with students
Limited number of rules
Positive statements
Visible
Consistency
Students’ explicit commitment
1.
2.
3.
4.
5.
6.

33. Consequences.
Establishing
Consequences
Rewards
Punishment
Logical consequences
…To take into account…

34. Consequences.
Take into account:
 School policies
 Students’ age
Consequences should be:
 Fair
 According to the action