In recent decades, research and practice have shown that investing in a positive school-wide social culture is a key component of effective education. Evidence demonstrates that educators and students succeed when students are present, engaged, socially secure, and academically successful. Developed by 2M Research in conjunction with an expert…

Declining academic performance, along with a growing apathy of students toward the value of education, demonstrates that students in the United States public education system do not recognize the value of a positive experience in middle schools. A plethora of research and writing has been done on elementary schools and secondary schools, but…

The majority of children do come to school to learn, but it only takes a few persistent troublemakers to rob an entire class of that opportunity. Disruptions in the form of lateness, talking out of turn, and disrespecting the teacher and other students take a serious toll on the educational process. Polls have shown that parents, teachers, and the…

Disruptive behaviors requiring intervention occur across multiple school systems, including individual students and classrooms. Such behaviors, including talking aloud in class, getting out of one's seat, or more serious behaviors, can be frustrating for other students as well as teachers, who are trying to help students meet ever-increasing…

Some schools are providing teachers with a special resource co-teacher to provide crisis intervention services for pupils when their coping capacity begins to fall apart. (RC)

This article addresses the possible causes of discipline problems in the classroom. (MM)

This handbook recognizes the growing trend away from traditional disciplinary tactics to a discipline policy that encourages student responsibility. This edition, published by the Oklahoma Department of Education, contains three sections. The first describes methods for creating a positive learning climate, some of which include evaluating teacher…

A definition of school discipline and the dilemma faced by teachers in making decisions about school behavior are presented. The problem and dilemma are complex; and several alternative philosophies and practices are available. (JMF)

Describes a method for controlling minor incidents of disruptive behavior and failure to prepare for class. (MCG)

The establishment of a code of discipline leads to better classroom management. Using behavior modification techniques discipline problems are minimized and both teachers and students are the winners. Lists seven rules for the music room and describes methods of positive reinforcement and appropriate punishment. (CS)

Discussed are several teacher leadership strategies which can be used to circumvent disruptive pupil behavior and maintain effective student control in the science classroom. Strategies include starting and closing procedures for each class period and late assignment policies. (DS)

School systems face the challenge of effectively and efficiently addressing the disciplinary needs of their students and providing a safe environment conducive to learning. The 1997 and 2004 reauthorization of the Individuals With Disabilities Education Act (IDEA) mandates the use of functional behavioral assessment (FBA) for students who, because…

This handbook serves as a practical guide and reference manual for teachers on maintaining classroom discipline. Divided into three parts, part 1: "Understanding Discipline in Art Classrooms", the nature and complexity of discipline problems is examined. In part 2: "Preventing Discipline Problems," suggestions are given for management practices…

Those who accept some responsibility for the young owe it to them to search for alternatives to punishment as a means of assisting the progress of their education. Alternatives are discussed. For example, one appropriate alternative is the separation of children from particular environments where they do not do well. (RM)

The CREED (Creative Effective Discipline) approach avoids the use of force and emphasizes the reduction of stress and disruption in dealing with discipline problems. (IRT)