Involving pupils in the discipline process helps to promote the idea of fairness, which leads to an understanding of the discipline process, according to Joan Gaustad of ERIC Clearinghouse on Educational Management. When you allow pupils to state their side of the issue for whatever went wrong and then explain why their actions did or did not break the rules, they understand better why they have to endure a particular form of discipline.
When pupils act up, particularly in class or around other pupils, a common method of discipline in grammar school is to remove the pupil. This prevents the behavior from spreading to other pupils. Isolate the pupil first in the classroom, placing him at a desk in the corner or next to the teacher's desk. If he continues to pose a discipline problem, send him out of the classroom, either to a detention room or to the school office.
Young children respond to discipline strategies that hinge on rewards. If you take away something they want, such as a promised activity, chances are they will cease the misbehavior. If a pupil is acting up in class, one discipline strategy might be to take away her opportunity to play during recess. Perhaps instead she has to stay inside and clean the chalkboards. A couple of days of this and you may find she is more apt to behave well so she doesn't miss out on playtime.
For some children, particularly those with existing behavioral issues, traditional forms of discipline in grammar school simply don't work. You may need to involve a school administrator as well as the child's parent to take the disciplinary action a step further. This might involve a continued time-out at home, extra schoolwork in the evening or a lack of playtime both at school and at home.