Corrective discipline Teachers use this discipline when a small intervention failed to motivate students. In this discipline teachers implement strategies to stop misbehaviour when it has already occurred and redirect behaviour into positive way (Mclnerney & Mclnerney, 2002, p. 250). Rogers’ positive behaviour leadership model is very good example for practical approach to classroom management. Roger stated that all disciplinary practice should to empower students to become responsible for their own behaviour. Respect the rights of others, be safe, and give choices about consequences and encouragement for student self- discipline . Build positive relationship (Lyons, et al., 2003, p. 23). Some strategies teacher can use to correct students misbehaviour such as: • • Very clear instructions to the students. • Peer reinforcement (Schools world. tv, 2016). In regards to Glasser’s theory, he recommended a technique called reality therapy. In this approach, the teacher focuses on ing the student evaluate their behaviour and make some effort to improve it. Teacher uses direct question instead of blaming the student. In addition he recommended the teacher to ask student three question; what are you doing? Is it against the rules? are going to do? Glasser also uses the isolation method, asks the student to set in a separate desk or in the corner of the classroom (Mclnerney & Mclnerney, 2002, p. 267). Levin and Nolan in their book (what every teacher should know about classroom management), they stated some useful strategies can use in corrective discipline for example: • Changing the pace of classroom activities. • Interest boosting of a student who shows signs off-task. • Planned ignoring: if you ignore student misbehaviour, it will decrease and then disappear. • Signal interference: non verbal communication (hands up, eye contact, head shaking, and etc). • Proximity interference: Moves close the disruptive
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