If I were the principal of my high school, I should place empathy in the first place when considering how to discipline students. Every student’s idea is worth being listened to in the first place, despite its forms that is, even from conventional perspectives, good or wrong. I should stay patient when observing that some students of the kind who have achieved apparent progress in academics are so possible mesmerized in their temporary success and? easily blown away with inflating confidence. They might become dizzy and blind, ignoring some deficiencies for which they still have to work hard to make up. At this critical moment, I, as a professional educator with accumulated experience and wisdom over time, should show my understanding to each case: that every young promising student can expect to be caught in the labyrinth of self-blindness temporarily or permanently. Thus, I should realize that if I don’t walk them along to the exit in person, they won’t have a chance to walk out. Of course, I could simply choose to give them a hard discipline, with embarrassing words and explicit warning. These acts might be the product of a righteous and heartened motive, which, however, I cannot guarantee to be effective. Worse, it may incur their resentment and repellence. They would stop laying their trust on me. Therefore, I should never try to seal off a youth’s mind or strangle his behavior, which at most times acts as a vigorous, dashing cascade down from a place of lofty motive, though rash and impulsive sometimes, flowing to an endearing land of dream and prospect