Today's school administrators and counselors recognize the continuing problem of aggression at recess, but struggle with how to respond to it. Given the wide range of possibilities, what can schools do to improve the playground environment? This article addresses that question and also offers a specific disciplinary model that can be applied to…

It's a call every principal dreads: A student loses control and is endangering himself or herself, other students, teachers, and staff. Responding quickly--and appropriately--requires clear thinking, comprehensive training, and knowledge of sound policies and techniques. Even then, seclusion and restraint practices can be controversial. A recent…

Research indicates that students with significant needs, including students with autism spectrum disorder, benefit from participating in schoolwide positive behavior supports (SWPBS). Outlined here is how schools can fully implement SWPBS, thus providing a more supportive setting for students on the spectrum.

Describes the attitude toward and treatment of student behavioral problems in the K-12 Special Education Learning Center developed by the Hartford (Connecticut) Public Schools. They provide a positive attitude while stressing discipline and good behavior as a top priority and use many common-sense principles in handling disruptive behavior.(MD)

Presents an informal, constructive approach to student behavior problems based on positively stated rules, responsible decision making, and clearly outlined consequences for breaking rules. (WD)

Inspired by an emotionally disturbed youngster impossible to discipline, one elementary school instituted a discipline policy providing humane and positive methods for managing most children's behavior. The primary goal is to alert children to wrongdoing using a ticketing system and to recognize good behavior through an honors policy. (MLH)

Instead of time off from school, suspended students experience a long day, with minutes seeming more like hours unless they are willing to get to the tasks at hand. (Author)

Feeling out of touch with daily classroom realities, a Washington State superintendent spent seven half-days as a routine substitute teaching elementary school classes. Newly sensitized, the author shares his insights concerning class size, classroom management, and educational technology issues. (MLH)

Nine years ago the Caloosa Elementary School in Caloosa, Florida, ranked below the national average. In 1987 the school was cited as one of 210 oustanding elementary schools in the country. The school was changed by a new administrative team that developed discipline, student achievement, and program enrichment. (MD)

Describes how three middle school reading teachers maintain a good classroom environment and obtain student trust by being clear about rules, exhibiting respect for student feelings and concerns, expecting respect in return, and acting decisively when inappropriate behavior does occur. (PGD)

An Alaska elementary school developed an innovative program to reduce bus problems arising from discipline infractions and driver/student frustrations. On every first Tuesday, the principal meets with drivers to offer encouragement and training. Students earn individual and group points for good bus behavior and receive small treats from the…

Because student misbehavior on school buses can endanger the driver, other students, motorists, and pedestrians, schools are considering technological solutions, such as mounted video cameras. The cameras deter misbehavior and help administrators detect inappropriate activities and determine appropriate action. Program implementation is…

Introducing a group of articles on middle schools, this article outlines the middle school's purpose, the best ways of teaching and disciplining their students, and the important roles of their principals. (JM)

Case study of a new principal who turns around an elementary school with a misbehaving student body and and apathetic staff by setting, publicizing, and consistently enforcing clear rules; documenting infractions; involving parents; encouraging student responsibility; and requiring lesson plans. (DCS)

A middle-school teacher turned principal believes that classroom discipline problems stem from problems teachers are having with instruction. This article explains how to devise focusing activities, organize faculty study groups and turn discipline referrals into mini-writing workshops. Helping teachers is better than blaming them. (MLH)