Disciplinary problems and problematic behavior in students are a serious stressor for teachers. It is the area of teachers' work where difficulties are most often experienced, and it is often the case that teachers' university students feel incompetent before entering the classroom. The aim of this paper is to raise awareness of the importance of discipline in school and in everyday life and how to establish it effectively. While the notion of discipline may sound like unconditional obedience and subordination, it doesn’t have to be. In fact, in keeping with today’s demands of upbringing and education, it can’t be. Discipline is a prerequisite for successful learning and teaching, and the goal is to develop self-discipline in students. Current research has shown that self-discipline has a greater impact on academic success than academic talent (Duckworth and Seligman, 2005). Some models of the discipline are still successfully implemented today, and special attention will be paid to the positive psychology of Jane Nelsen, the choice theory of William Glasser and the restitution of Diana Gossen. Numerous literature suggests useful measures for establishing class discipline, and the paper will pay special attention to the role of punishments and rewards, their (ine) effectiveness. Self-discipline cannot be encouraged by force. Students choose their behaviors, and it is the teacher’s job to help them make good choices. Self-discipline requires a view of the long-term well-being of students who, based on their interests, abilities and capabilities, develop, learn to shape their own lives and overcome themselves. Ultimately, the outcome should be students who can independently manage their learning and control their behavior.