There are cases which describe this problematic issue as well as the news media address how hard it is for teachers being in front of a group of students and the challenge that represents for them. That is why this essay presents positive experiences in discipline management in the classroom applied by teachers from different regions of the country. The experiences are analyzed from the perspective of Humanistic-existential intervention approaches, in order to provide a tool for teachers' reflections on their role in discipline management along with inputs for Guidance and Counseling professionals to be used in the schools where they work.

discipline; existentialism; coexistence in school; teaching role