The "discipline ladder" approach emphasizes that each successive offense of the same type should result in punishment made more uncomfortable by designed increments. (Author/IRT)

Outlines the five items that one administrative team has stressed in promoting a workable, understandable, and realistic discipline program. The best move has been making administrators and counselors visible. (Author/IRT)

The successful program to reduce discipline problems described here emphasized four areas. An effort was made to change the erroneous thinking of students, parents, and teachers; to reward and punish students systematically; to clean up the campus; and to increase cooperation and responsibility. (Author/IRT)

Inschool suspension programs can combine efforts to help students succeed with the administration of discipline. (IRT)

The program described reduced the total number of students suspended in the high school by approximately 29 percent and in the junior high by approximately 42 percent. (IRT)

Describes a Prescriptive Discipline Plan developed by teachers at a Florida middle school. The plan featured three offense categories: minor infractions handled by teachers, intermediate offenses (cheating, disrespect, and insubordination) handled by administrators, and serious offenses (fighting, assault, sexual misconduct) invoking automatic…

The Richland Northeast High School in Columbia, South Carolina, finds an after-school detention program and a student supreme court to be successful in handling discipline problems. (JM)

Describes a student center program that sets the stage for daily decision making by students and faculty. Setting priorities for the use of leisure time, fulfilling academic responsibilities, relating to authority, establishing friendships, and getting along with peers all prepare students for life after high schools. (Author/IRT)

Profiles two San Antonio high schools' creative discipline approaches to supplement their official policies. At one high school, staff find out what "carrot" will work for grounding their "frequent-flier" kids. This usually involves devising attendance/behavior contracts for earning driving or other privileges. The other school has an…

For schools that are too large to give individualized attention to student problems, the house system's team approach to problem-solving responsibility may be the answer. One house organization plan is explained in detail here. (Editor)

P.L. 94-142 presents unique problems to schools with special education programs. This article offers suggestions for implementing the act's objectives of individualized instruction, least restrictive environment, and equal protection for handicapped children. (Author/LD)

Students who do not respond to well-managed schoolwide discipline programs are less likely to learn than attentive, academically engaged students; they also deprive classmates of learning opportunities. This article describes evolution of the ABC Event Frame, an approach that addresses the academic and social needs of chronically disruptive…

Describes a successful mentoring program for beginning teachers developed at a Baptist (K-12) school with 700 students and 11 new faculty members. Program mentors were experienced, but not lead teachers. The most frequently discussed problems between mentor and protege were discipline, classroom management, and the frustration of never having…

At a Utah middle school with low reading achievement, a service-learning program was introduced to put reading into action. Children read to elderly shut-ins, quilted for homeless persons, and wrote about these experiences. Staff adopted the Community of Caring's core values: caring, respect, responsibility, trust, and family. (MLH)