Recommendation

The Fruit of 10 Years of Practice by Secondary Education Experts in Positive Classroom Discipline
Kim Sang-in (Chairman of the K-EDU Teachers' Union)

A practical guidebook for guiding students and teachers toward growth.
Lee Myeong-seop (author of ‘Integration of Curriculum-Class-Evaluation-Record’)
(Former) Gyeonggi-do Middle School Senior Teacher, Inha University Graduate School of Education Lecturer)

We hope that this will serve as a foundation for children's social and emotional development.
Lee Sang-yong (former scholarship officer at Gyeonggi Provincial Education and Training Institute, principal of Uncheon High School)

A Korean version of positive classroom discipline practice tailored to your classroom situation.
Kim Seong-hwan (Yangpyeong Elementary School teacher, Chairman of the Korea Positive Discipline Association)

Opening remarks: Would you like to remodel secondary education with positive classroom discipline?

Part 1 - Perspectives and Principles of Positive Discipline

Chapter 1│Can children change?
Chapter 2│I Want to Be Meaningful and Connected
Chapter 3│It's hard to be kind, but easy to be firm?
Chapter 4: Come, Conflict! Let's Resolve It Together
Chapter 5: Hidden Messages in Problem Behaviors

Part 2 - Practice: Discipline in Problem Situations

Chapter 1│Solving Problems with Moving Cards
Chapter 2: Find the Beliefs Hidden Under Actions
Chapter 3: Communication Skills that Untangle Tangled Emotions
Chapter 4: Checking to Prevent Bigger Problems
Chapter 5│Why did you choose silence?
Chapter 6 │ The Child Who Tries to Manipulate the Teacher

Part 3 - Prevention: Daily Discipline

Chapter 1│I want to be a friend like this!
Chapter 2│Can Empathy Be Developed?
Chapter 3: The Magic of Respectful Communication
Chapter 4: Creating a Workday Where Teachers and Students Smile Together
Chapter 5: Overcoming Mistakes and Taking a Step Toward Growth
Chapter 6: Becoming a Leading Example
Chapter 7│Respect differences!
Chapter 8│I'm happy when everyone agrees on the rules.
Chapter 9: Emotional Control to Grow the Mind
Chapter 10: A Class Meeting That Blossomes While Shaking
Chapter 11: Using Do Instead of Don't: Positive Expressions

Part 4 - Restoring Teacher Self-Esteem

Chapter 1: Maintaining Relationships with Students Without Getting Hurt
Chapter 2│A Teacher's Diary Transformed into an Encouragement Passbook
Chapter 3: Modifying Motivation by Separating Tasks
Chapter 4│“Heart, are you okay?”
Chapter 5: Building Wise Relationships with Fellow Teachers
Chapter 6: Connecting with Parents Without Getting Hurt
Chapter 7: Connecting Teachers, Students, and Parents: Starting with the Easy Steps

About the author
References

PDC Middle School Classroom of Empathy and Mutual Respect
Suitable for our middle school classroom situation
Introduction to classroom positive discipline examples and tips

Based on Adlerian psychology, positive discipline, introduced by Jane Nelson, contains several important educational methods and application techniques.
Positive discipline focuses on developing the kindness and firmness that teachers need, identifying misaligned goals, fostering a sense of community, and developing self-regulation.
We also support students through a variety of techniques, such as positive time-outs, encouragement, recovery from mistakes, understanding and respecting others, and class meetings.
The fruit of ten years of research, 『Classroom Positive Discipline: Middle School Practice Edition』 is filled with examples of practice in our classrooms and schools.
Our children need to learn not only academic achievement at school, but also social skills to grow into healthy members of society.
This book covers all these elements in a detailed and comprehensive manner.

Teachers meet diverse students in educational settings.
A child who builds walls and remains silent in relationships with friends, teachers, and parents; a child who disrupts the class atmosphere and steals things from classmates or younger students; a child who uses foul language toward teachers; a child who becomes listless and relies solely on sleep; a child who is hurt because their parents do not acknowledge their dreams; and a child who experiences conflict because they cannot read the emotions of others.
This book, "Positive Discipline in the Classroom: Middle School Practice," presents specific situations and solutions for how to approach students struggling with various problems and how to heal their wounds and pain.


The fundamental principles of positive discipline: self-esteem and a sense of belonging.

Part 1 contains the perspectives and philosophy of positive discipline necessary for children's education.
The need for discipline that maintains a sense of belonging and self-esteem that values ​​oneself was constructed through various materials.
The most important principle of positive discipline is to be 'kind but firm.'
By approaching students in a kind and firm manner, guided by these principles, we propose ways to resolve conflicts and support student growth by uncovering the hidden messages behind problematic behavior.
Additionally, it helps children understand their desire to feel a sense of presence in the classroom and helps them feel secure, thereby helping them acquire academic achievement and social skills more effectively.
Just as a tree with roots that extend deep and far into the ground is not easily broken by wind and rain, this book deeply introduces the philosophies essential to those in charge of discipline.


ㆍTechniques for positive classroom discipline that resolve issues through mutual respect

Part 2 contains the process and results of resolving various conflicts that arise in school life as mentioned above using classroom positive discipline techniques.
It vividly contains practical examples from secondary education and teachers' experience in solving problems, providing clear solutions to many educators facing educational difficulties.
The secondary education landscape has seen generational shifts between pre- and post-COVID-19 times, with youth shifting their perceptions of community, leading to a tendency to prioritize individual time over community activities.
This has led to a greater emphasis on individual achievements than on the results of collaboration.
We provide guidance on how to build community awareness to address these issues.
The 'Wear Your Friend's Shoes' activity provides an opportunity to understand the impact of one's actions on others and the feelings of one's friends.
You can find real-life examples of problem-solving based on the foundation of mutual respect.

ㆍProvide vivid activity materials related to class lessons.

Part 3 presents preventative life skills.
This course introduces how to create a community where children get along well with their peers, respect each other, and cooperate. It covers positive discipline techniques that foster empathy and the positive changes brought about by respectful communication.
For those middle and high school students who don't know what to do while coming to school, we also suggest creating a 'routine where teachers and students laugh together.'
It contains the process of students establishing their own class order and school rules through class meetings, and establishing agreements and guidelines to follow them.
Under the motto, "If you want students to change, teachers must change first," 14 teachers are leading the way in bringing about change.
Instead of using negative language like 'don't do it', we suggest 'let's do it' and guide you through practicing various programs and putting them into practice in your daily life.
Activity materials, especially those linked to secondary school curriculum content, are a key part of this section.

ㆍTime to restore self-esteem

Part 4 addresses the teacher's position and self-esteem issues in the educational field.
This chapter, which adds to the meaning of "Classroom Positive Discipline: Secondary School Practice," encourages teachers who live 365 days a year, dealing with various issues with steadfastness and affection, and sometimes with firmness and wisdom.
It suggests ways for teachers to reflect on and nurture themselves, encouraging themselves as they would encourage students, and empowering them to recover from mistakes and move forward.
Additionally, it provides detailed guidance on connecting with parents to understand their students, and shares helpful tips from the authors' own experience.
Through this, teachers will be able to understand their own difficult emotions and reach a turning point in restoring their self-esteem while solving problems with students, fellow teachers, and parents.