In modeling the Lee and Marlene Canter Assertive Discipline Model, students and teachers will mutually share their expectations of each other on the first day of class. These are the teachers rights, and the student rights that each will be held accountable for. When there is behavior that goes against the expectations of teachers towards students students will be notified and actions as per the “contract of rights” will be taken. Students are always able to voice their opinions if they feel their rights have been violated in the classroom. If the students’ rights are deemed violated a mutually beneficial adjustment will be made to prevent this from happening. This is meant to promote a more fluid classroom and learning environment. 

In modeling the Rudolf Dreikurs model of Social Discipline teachers will ignore remarks made by students that are not conducive to the learning environment. This model is focused on re-direction, and if students interrupt the learning environment in order to maintain stability and balance for the remainder of the students teachers re-direct this behavior. Asking questions for discussion, that include the student gives that student a voice to speak their concerns and opinions. This provides an open environment where the teacher is guide, and student as well. The teacher becomes a part of the classroom, and is not solely the leader of the classroom. Students are always encouraged to share their opinions. This openness is exemplary and necessary.

In Ginott’s model of congruent communication the teacher speaks to the students in his/her own “voice”. Instruction is provided and introduced to the students in a manner that is natural to their teacher, and more natural to the student as well. Students feel a sense of belonging because the teacher is not only the “narrator” of the class. In this way the teacher is able to entice positive behavior. Behavior that helps students learn and feel more at ease in the knowledge transfer of even “difficult” subject matter. Essentially the student psychologically allows themself to learn by removing barriers to accepting, comprehending, and applying knowledge they acquire. Here students will create their own checks-and-balance systems to promote discipline in the classroom. They become adamant at experiencing learning itself.