Summarizes discipline procedures for students with disabilities, as put forth in the Individuals with Disabilities Education Act 1997. Discusses discipline procedures for exclusion from current placement of 10 days or less; discipline procedures for suspension/expulsion of more than 10 days; and discipline procedures for weapons/drug offenses and…

Identifies and discusses some successful alternatives for coping with classroom behavior problems. (FL)

Discusses the importance of pupil control problems of public secondary school personnel and the development of models of custodial and humanistic ideologies. (HOD)

The author explains the evolving nature of discipline problems, the dilemmas of today's educator in dealing with discipline, and offers suggestions for developing a positive classroom atmosphere and positive discipline policies, based on reasonable and just rules. (KC)

Argues that effective authoritarians establish their authority in the classroom only so that eventually they can relinquish it to students, who must learn to become responsible citizens of school and society. Offers three principles for promoting good classroom discipline. (FL)

Suggests a new philosophy and set of procedures which excludes punishment as a way of correcting low-level performance and student behavior. (Author/RK)

Contends that successful school-level discipline depends upon the principal's effective application of fundamental administrative skills in three areas: organizational structure of the school; teacher behavior; and student behavior. Reviews research in these three areas and shows how principals can effectively administrate in each of them with…

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)

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)

Compares the findings of a 1961 Georgia study and a 1984 Illinois study of the most severe discipline problems occurring in high schools. (HOD)

During 1978, 194 teachers identified as effective in 21 Kentucky middle schools were surveyed about techniques they would use to deal with 15 discipline problems. Agreement on preferred technique was highest for serious infractions. Individual attention was preferred for minor annoyances. Existence of a district discipline code affected teachers'…

Treats various state's laws on corporal punishment in schools as it affects students and teachers. Recommends that corporal punishment be used only as self-defense measure. (DS)

Argues that the eight-period school day actually causes many of the discipline and retention problems found in traditional middle schools. Argues that misbehavior is often a symptom of a broken system, not a reaction of broken children or the hormones of adolescence. Suggests four steps educators can take to eliminate some middle-school problems.…

Suggests a need in the classroom for order but not repression, that the teacher has a specific role to fulfill but not that of autocrat, that learning involves work but also interest and relevance, and that student behavior sometimes needs to be modified but that spontaneity and freedom of expression are to be valued. (Author/RK)

Examines the problems substitute teachers have with conducting regular lessons when the class is unruly and offers a student questionnaire that gives an idea of what substitutes face as one solution. (JC)