The theory I will model when managing my classroom is Barbara Colorosos Inner

Discipline. Coloroso sees the primary role of teachers as guiding students to make their own

decisions and to take responsibility for their choices. There are three key concepts that this model

is based on: development of inner discipline is more important than traditional classroom control,

problem solving is key to developing inner discipline, and students must be taught how to think,

not what to think (Hardin, 2012, p. 182). Inner Discipline has five steps that must be

implemented to effectively use this model in the classroom:

1. Create a classroom environment where students receive important life messages.

2. Establish classroom rules that prepare students for life, not just the classroom.

3. Approach misbehavior as a problem to be solved rather than a discipline issue.

4. Provide real-life consequences when consequences for misbehavior must occur.

5. Teach the concepts of Reconciliatory Justice.

Coloroso believes that through positive teacher-student interactions, students begin to feel

empowered to trust in themselves and they learn self-discipline (Hardin, 2012). To empower

students, teachers must make them feel safe and secure in the classroom and create a comfortable

environment. The focus of Inner Discipline is on discipline rather than on punishment. This

model shows that discipline is not a synonym with punishment. According to Coloroso,

discipline differs from punishment because discipline involves real-world consequences that deal

with the reality of the situation, not with the power and control of the teacher. Inner discipline

shows students what they have done wrong, gives them ownership of the problem, gives them

ways to solve the problem they have created, and most importantly leaves their dignity intact

(Hardin, 2012, p. 184).

 This model allows students to take responsibility of their actions and behavior and work

to solve the problem. In inner discipline, the real-world consequences, according to Coloroso,

either happen naturally or are reasonable consequences that are directly related to their actions. If

the natural consequences of an action are too severe (i.e. life threatening), the real-world

consequences given need to be reasonable, simple, valuable, and practical (Hardin, 2012). There

should be general rules that are related to lifes expectations so students can practice being

citizens outside of the classroom. These rules should be simple and clear and could include:

show up on time, be prepared, do assignments, and respect your own and others life space.

Inner Discipline is an effective model in classrooms due to its focus on making students

responsible for their actions, and using real-world consequences. In this model, its the teachers

responsibility to help students develop problem-solving skills that will serve them for their entire

lifetime (Hardin, 2012, p. 187). I personally believe this model will be the best fit for my future

students because through learning problem-solving skills and how to take responsibility for their

actions, my students will learn how to have self-control and regulate their emotions. Inner

Discipline works towards preparing students for the real-world so I believe it is the most

effective model that I can bring into my classroom.

A study was done on a program that was designed like the Inner Discipline model to

improve middle school students responsibility for their own learning and behavior. The students

in the program were described by their parents and teachers as not being prepared for class, did

not complete assignments, and did not accept responsibility for their own behavior. The teacher

implemented the program with these students by creating classroom rules/procedures as a group,

assigning weekly job responsibilities, writing journals, offering choices, having more whole class

discussions, and connecting content to real-world experiences. The results of implementing this
program showed an increase in student responsibility and the teacher reported to see positive

changes in the classroom. The teacher also noted that by having positive interactions with her

students and teaching them how to take responsibility, students seemed to have a positive

attitude in the classroom (Keith, Puzerewski, Raczynski, 1999).

Problem solving is main part of the Inner Discipline model. This skill will not only help

students in the classroom, but also in the real-world. Joanne Robbins wrote a paper on problem

solving and reasoning being a teachable skill. She specifically looked at the performance of a

group of students who have special needs and attend a private school. Robbins mentions that it is

the teachers job to guide students through problem solving, like Colorosos ideas in Inner

Discipline. Robbins also mentions three ineffective approaches that teachers often use and think

work in teaching students to problem solve. These include: giving students open-ended problems

to solve, showing students how we as the teacher solve problems by working out problems on

the board, and having students solve problems on the board. Students are left with very little

feed-back when using these three ineffective approaches and teachers know too much to

demonstrate the ways they solve problems and expect the students to mimic their steps (Robbins,

2011). This paper goes into the ways in which teachers need to guide their students to learning

the skill of problem-solving and has very similar approaches as the Inner Discipline model.

Resources
Hardin, C. J. (2012). Effective classroom management: models and strategies for todays
classroom. Boston, MA: Kevin M. Davis.

Keith, M., Puzerewski, B., & Raczynski, P. (1999). Improving student responsibility for learning
 and behavior through ownership development. ERIC. Retrieved from
http://search.proquest.com.ezproxy.gvsu.edu/docview/62380881?accountid=39473

Robbins, J. K. (2011). Problem solving, reasoning, and analytical thinking in a classroom

environment. The Behavior Analyst Today, 12(1), 41-48.
doi:http://dx.doi.org.ezproxy.gvsu.edu/10.1037/h0100710