The prevailing concern for teacher and student accountability in education and increasing problems with student discipline have led some schools to adopt a single model of classroom discipline. For example, in one district in Florida, Lee Canter's model of assertive discipline, a behavioristic approach to classroom management, was mandated for use throughout the district. The purpose of this paper is, first, to discuss the detrimental effects of requiring teachers to adopt a single model of discipline on teachers' ability to engage in reflective practice and, second, to describe an alternative approach that would foster the development of classroom discipline through reflective practice. (Author)