Educators in the United States have been socialized to believe that their mission in teaching is to play nice and treat all of their students the same, regardless of race, ethnicity, class, or gender. What is often missing in this teaching-all-equally approach is a counter-narrative that questions whether teachers can in fact successfully act as…

What are the positives and negatives of zero tolerance? What should be considered when examining a school's program? Although there are no definitive definitions of zero tolerance, two commonly used ones are as follows: "Zero tolerance means that a school will automatically and severely punish a student for a variety of infractions" (American Bar…

This article examines techniques for holding youth in residential care accountable for their behavior. Based on the use of trauma treatment theory, the authors believe that holding one accountable can actually be conceptualized and put into practice as a nurturing operation. For traumatized individuals, more traditional approaches to…

The courts have come to play an increasingly important role in educational policy making and the administrative management of our public schools. This is especially apparent in the context of school discipline where numerous and varied controversies have been translated into legal disputes over the past three decades, many of which have ultimately…

The National School Boards Association Discipline Committee found that discipline-related problems are increasing in frequency and have become a major concern to school authorities. The committee surveyed more than 100 school districts throughout the United States, concentrating on large urban districts. On the basis of the data it collected, the…

Reviews research on the relationship between school order and academic achievement. Emphasizes the need to distinguish between order that is the product of coercion, and order that is the product of self-discipline. (FMW)

Discussed are some alternative approaches to discipline successfully used by several parents of hearing impaired children. (Author/LS)

This bibliography provides a listing of 56 books, 254 articles, and 20 theses that represent material published between 1961 and 1971. (JF)

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)

Discusses strategies that can be used to prevent the five most common behavioral problems in secondary schools: (1) failure to complete assigned work, (2) tardiness, (3) inattentiveness, (4) littering, and (5) failure to bring materials to class. (FL)

The author describes a successful counseling program as an alternative to suspension for disruptive students. (HMV)

This literature review explores the issue of disruptive students in the classroom and offers suggestions and possible solutions to the problem. The review was divided into three major areas: (1) definitions and characteristics of disruptive students; (2) reasons why students misbehave; and (3) suggestions and solutions for solving the problem. The…

Points out that much research has shown that punishing incorrect behavior in children results in faster learning than does reinforcing correct behavior. Suggests nonphysical punishments for classroom use. (FL)

When discipline problems arise, the referral system outlined here, in which teachers, counselors, and administrators know what is expected of them, may help principals save time and retain effectiveness. (JM)

Judicial decisions have set boundaries on the ability of educational institutions to write rules governing student conduct and have defined the necessary components of a fair procedure to be used to assess disciplinary sanctions. This legal evolution affirms the respect shown students as citizens of the academic community. (Author)