A teacher shares her method of handling a student who was upsetting the class and the teacher. The method for one student became a new system that made all the students responsible for their own behavior. (MT)

Examples are given of how spontaneous discussions of school and home problems enabled fourth grade children to seek solutions to difficulties in an open and cooperative way. (JD)

A teacher describes how she managed to turn one student's disruptive behavior into an opportunity for all students to learn about conflict resolution. (JL)

The role of teachers in helping fight against drug abuse is discussed stressing the teacher's ability to see changes in the students and the potential for positive influence. A vital school role involves teaching life skills and wellness principles. Information on commonly abused drugs and their effects is presented. (SM)

Most criticisms of American schools are too broad and are off-base. The first criterion in evaluating education should be its contribution to character formation. Students cannot cope with authority figures, rules, and routines; a school structure that teaches them to regulate themselves is needed. (PP)

This article examines the psychological needs of a high school student whose best friend was murdered. After describing how one teacher handled the situation, the article offers a school counselor's view and a school psychologist's view of how to handle such a situation. (SM)

A fifth grade teacher describes ways to curtail tattling in the classroom by teaching students to express themselves in writing. When a problem arises, students are encouraged to write notes explaining their side of the story. The teacher reads the notes, talks with the students involved, and handles things accordingly. (SM)

Describes the classroom life of Will, a kindergartner with fetal alcohol syndrome. The teacher met with the parents, the principal, and a support committee to determine how to handle Will's erratic behavior. A classroom aide provided Will with one-on-one assistance and helped him acquire appropriate social skills. (SM)

Describes how one teacher handled a violent, disruptive eighth grader. Repeated conferences between the teacher and vice-principal had no results until the teacher refused to take the child back. The student was then placed more appropriately. The major lesson is the conviction that teachers cannot "fix" every child. (SM)

A teacher draws upon personal experiences to argue that successful classroom discipline is the product of teaching competence and style rather than the result of behaviorist classroom management techniques. Emphasis is on keeping children involved in learning activities. (PP)