Classroom Discipline That Promotes Self-Control Christi Bergin and David A. Bergin The University of Toledo In this article the authors distill principles of effective classroom discipline from the extensive literature on parent–child interaction and on motivation of behavior. Although there are many books and articles on classroom management, there is little empirical research on the topic, and even less that stresses management that aims to preserve children’s perceptions of autonomy and to foster self-control. Research and theory make many recommendations regarding autonomy, control, internalization, and so forth, but they tend to be abstract. Based on that literature, the authors suggest a concrete approach to discipline that they call persistent persuasion. Persistent persuasion involves the adult continually restating a command until the child complies, but without increasing the level of power or using coercive threats so that the development of self-control is not undermined. In a study of discipline in a day-care center serving 3- to 6-year-olds, an average of 49 instances of misbehavior were observed per 15-minute observation period (Arnold, McWilliams, & Arnold, 1998). According to both teachers and parents, the most consistent serious problem in schools at all levels is student misbehavior (Goodlad, 1984). The United States appears to be experiencing a rising tide of disobedient and aggressive children (Achenbach & Howell, 1993; Coie & Dodge, 1998). Such behavior problems generate high teacher stress and hinder children’s ability to function effectively when they enter school. Behavior problems emerge and become stable at an early age. Thus the promotion of self-control in young children is critically important. Reid (1993) and Kazdin (1993) argued that the most effective mechanism for intervening with children with behavior problems is training parents in nonviolent and effective discipline strategies. When parents are given better tools for managing children with problem behaviors parent stress diminishes and child self-esteem is enhanced (Eisenstadt, Eyberg, McNeil, Newcomb, & Funderburk, 1993). One could expect the same results with teachers and children. Classroom settings (including daycare) are a powerful socialization force in children’s lives. It logically follows that teachers’ use of effective discipline approaches would also mitigate behavior Direct all correspondence to: David A. Bergin, Department of Educational Psychology, The University of Toledo, Toledo, OH 43606, USA david.bergin@utoledo.edu. Journal of Applied Developmental Psychology 20(2): 189–206 Copyright  1999 Elsevier Science Inc. ISSN: 0193–3973 All rights of reproduction in any form reserved. 189