This paper aims to demonstrate that Korean orthography education can be made more effective by employing the decision making model in classrooms. Orthography is not an absolute knowledge system, but a provisionally agreed norm in the language community. In Korean language education, orthography education is changing from placing the learner as a passive target of knowledge infusion to an active, self-leading subject. The decision making model for teaching orthography positions language users as subjects of consensus on norms, not passive objects who are expected to submit unconditionally to the norm. Through the decision making model in classrooms, learners can comprehend the principle of orthography by understanding conflicts or coexisting values at the basis of linguistic norms.