Talk:Positive discipline

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I can't fix the worldwide view bit. I only know how one school does it. Any help would be appreciated. Thanks! George D. Watson  (Dendodge). Talk Help 17:16, 20 March 2008 (UTC)
 * It's used in over 100 schools in the UK alone according to the head of the school I know about. The prod template says it's only used in one.  I am sorry if I didn't make myself clear.  Please don't delete the page.  George D. Watson  (Dendodge). Talk Help 17:38, 20 March 2008 (UTC)
 * This is in reality a much broader term, and used in alot more places than this, and definitely needs a broader search done, with maybe some experts, but I wouldn't know for the life of me from what field of study they should come. - CobaltBlueTony™ talk 17:46, 20 March 2008 (UTC)

"Some practitioners believe that educators should act with a philosophy that there are no bad children" sounds to me like "some people believe that all men are created equal". I mean, who in their right mind could believe that there is such a thing as bad children? 79.194.37.132 (talk) 21:56, 11 June 2012 (UTC)

Adding more information and sources. This is what I am adding: Creating Rules - In her book titled "Positive Discipline," which is the main source for this type of behavior management, Jane Nelsen emphasizes the importance of not only creating clear rules, but of making them fair. Any rule should be followed by the parent or teacher (as much as possible), as well as by the child. An example she gave was that of having a "black hole box" where any items left out of place around the house would be deposited for the length of one week. This applied to the belongings of the children as well as of the parents. Furthermore, the rules should be devised by the children with some direction from the authority figure, and be agreed upon in a group meeting situation where everyone has equal power and input. This makes the children responsible for following the rules which they themselves created. When consequences are necessary, they should be delivered in a kind but firm manner, preserving the trust and mutual respect between the adult and the child. Inspiring Intrinsic Motivation - The idea of doing away with both positive and negative reinforcement as much as possible is suggested as a way to inspire intrinsic motivation. Intrinsic motivation is the motivation drawn from internal sources, out of a sense of ethics or a desire to feel good about oneself. This is in contrast with extrinsic motivation, wherein motivation stems from a desire to avoid punishment or attain a reward. This is what Positive Discipline seeks to avoid, so that children learn to act correctly even when there will be no external reward or punishment for behavior. Recognizing Needs - In Positive Discipline theory, it is posited that when children misbehave they are displaying that a need of theirs it not being met. Children have different developmental abilities depending on their age - see Maslow's hierarchy of needs. In dealing with the misbehavior, it is suggested that focusing on the unmet need rather than the behavior itself will have better results. Shannonrp (talk) 02:29, 9 March 2016 (UTC)

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This article is or was the subject of a Wiki Education Foundation-supported course assignment. Further details are available on the course page. Student editor(s): Shannonrp.

Above undated message substituted from Template:Dashboard.wikiedu.org assignment by PrimeBOT (talk) 07:00, 17 January 2022 (UTC)

From a copyright perspective, this article is a mess
Here's my take: The article was created in 2008 to promote Jane Nelson's latest book. Her website describes 25 books in the Positive Discipline series. I went through the article taking various sentences at random and using them in Google searches. Every one got a hit. Some went to Nelson's website, others went to copies of Wikipedia. One went to the World Heritage Encyclopedia (no date) on Gutenberg Self Publishing. Others went who knows where. I suspect that this popular page (6000 reads a month) is copied by others sometime automatically and even more often as plagiarism for some other paid or unpaid use. There is no practical way to track down the original of every line.

The article is 26K with sixteen references. That's skinny. Four of those are directly from Nelson's books, including large passages (more than fair use). Based on these observations, yes, all the tags are true:
 * original research
 * refimprove
 * expert needed|Education
 * underlinked
 * copypaste

There are several options, none good.
 * (1) Rewrite the article start to finish. That would not be good because some of the key value is in bulleted lists of pithy parenting prescriptions
 * (2) boil it down to a paragraph lede and let it build again. That would be disrespectful of a lot of editors who put time in.
 * (3) strip the tags and forget about it. This article help Nelsons book sales more than it hurts them.
 * (4) go on a tagging rampage. It won't work. There has been a request for an expert to review since 2008. Al we'd be doing is moving the complaints form top to text

Let's leave the tags in for a couple of months (option 4)/ If that doesn't work, we go with option 1. Rhadow (talk) 17:32, 6 August 2017 (UTC)

This article is a mess beyond copyright perspectives.
It feels like some of the authors just read the name "positive discipline" at face value, and went looking for content along those lines, when Positive Discipline is a specific, fairly-well-defined disciplinary philosophy. For example: "Positive behavior support (PBS) is a structured, open-ended model that many parents and schools follow. It promotes positive decision making, teaching expectations to children early, and encouraging positive behaviors.[1]"

This is not related to Positive Discipline. They are named similarly, but are effectively unrelated, and the citation offered doesn't provide any indication of why that link should even be on this page.

Similarly, the discussion of Conscious Discipline is related to Positive Discipline in that it is an outgrowth of PD, but it's a trademarked program name that is not specifically a part of PD. This should be made clear, rather than having Conscious Discipline appear in the "techniques" section.

The problems with this article are significant enough that even a much-shorter article written from scratch on the topic of Dr. Nelsen's work would be of greater value, IMO. From there, it could be expanded to include references to related and offshoot philosophies and topics (again, indicating them as such, rather than expanding the Positive Discipline umbrella to try to make them fit).

It may be possible, however, to clean up the article and tighten its focus. I've created a draft copy of the page to start working on this cleanup, as making such significant structural changes piecemeal is likely to lead to even more of a mess. Rootyb (talk) 20:23, 16 December 2019 (UTC)

A removed section
I deleted a heavily biased section from the article. To preserve it in case someone wishes to rehabilitate it, I’m putting it here. It seems like it may have some value, but it just didn’t fit in the article. An edited version could be reintroduced. Benefits (Dot) Better student-teacher relations. (Dot) Less teacher wasted energy/frustration. (Dot) Students recognize desirable positive behaviors, rather than feel attacked. Statistics show that each year, close to one third of 18 year olds do not finish high school (Bridgeland, 2006; Dilulio, 2006; Morison, 2006). Minority and low-income areas show even higher numbers. 75 percent of crimes committed in the United States are done by high school drop-outs. In order to know how to intervene, Civic Enterprises interviewed dropouts and asked them what they suggest be done to increase high school completion numbers. 81% said there should be more opportunities for "real-world" learning, 81% said "better" teachers, 75% said smaller class numbers, 70% said "increasing supervision in schools", 70% said greater opportunities for summer school and after-school programs, 62% said "more classroom discipline", and 41% said to have someone available to talk about personal problems with (Bridgeland, 2006; Dilulio, 2006; Morison, 2006). Through use of Positive Discipline, efforts are being made to prevent occurrences such as dropping out of school.

— Preceding unsigned comment added by MaroonDichotomy (talk • contribs) 04:43, 23 August 2021 (UTC)

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