1. What do you think about Redl and Wattenberg's depiction of group behavior? How does it correspond to what you have observed? What roles have you seen students and teachers enacting? What were the results?
2. Kounin says that good lesson management is more powerful in affecting student behavior than any other discipline technique. To what extent do you think he might be right?
3. What is your understanding of the Canters' explanation of student and teacher "rights" in the classroom? What extent does their concept of classroom rights seem to you to be a valuable one for teachers? Are there other rights that students or teachers have?
4. Coloroso seems to describe a philosophical view of philosophy of discipline that is humanistic and focused on preserving dignity and a sense of self-worth. To what extent are her ideas helpful to you in articulating your own thoughts regarding discipline?
5. Kohn believes that many teachers punish with rewards. What does he mean by this? How can teachers respond differently to student choices and behavior?
6. What are some concrete examples of the builders and barriers that Nelsen and Lott identify, and reasons why they help or hinder relationships?
7. How could Glasser's list of seven connecting habits be combined with Nelsen and Lott's relationship builders so teachers would experience stronger personal influence over their students, but in particular, over students who are difficult to manage?