Five strategies to help change student behavior and five to help maintain desirable behavior are presented. (MT)

Any punishment in which the student is a passive recipient leaves all the responsibility in the hands of the teacher. The techniques of having students name behavior, choose alternative solutions, and plan and take relevant consequences actively involve them in their own disciplining and encourage self-discipline. (MT)

Specific techniques are presented for improving strained relations between teachers and students. (Editors/JA)

The case against corporal punishment in the schools is made, and alternatives to it are suggested. Readers are asked to respond to a tear-out opinion poll. (JL)

A teacher shares her method of handling a student who was upsetting the class and the teacher. The method for one student became a new system that made all the students responsible for their own behavior. (MT)

Discusses how teachers can deal with student misbehavior by ignoring negative behavior that is motivated by a desire for attention. Practical techniques are described for pinpointing attention seekers, enlisting classmates to deal with misbehaving students, ignoring misbehavior, and distinguishing behavior that responds to this technique from…

Students can and should learn to discipline themselves. This article describes results of one teacher's reflective deliberations on how to handle certain problem students by shifting responsibility for appropriate behavior from the teacher to the student. A brief guide for teachers, "Handling Typical Discipline Scenes," is included. (IAH)

This ready-reference pull-out folder focuses on student discipline, discussing how to stop problems before they start, discipline in 1995 versus discipline in 1975, individual discipline style, steps to improving problem behavior, and resources for further information. (SM)

Describes creative ways for teachers to handle difficult classroom discipline situations, focusing on how to deal with defiant disruptives, noncombatant noncompliers, and incessant interrupters. The article discusses potentially difficult situations and explains how best to handle them in a positive manner. (SM)

A teacher discusses classroom management techniques, explaining that discipline tends to involve the teacher maintaining his/her position of authority rather than creating a democratic community and noting that threats and bribes buy short-term behavior change but do not help students develop a commitment to positive values. (SM)

By teaching students self-control, teachers can powerfully affect student behavior. This involves explaining to students what negative signals are and what choices they have. By creating a classroom where students can meet their basic needs of fun, freedom, belonging, and power, teachers allow students to control their own behavior. (SM)

A teacher tells how she withstood physical threats by a 16- year-old student and verbal abuse from his parents. Another teacher and a school principal present their views on how she handled the situation, suggesting that teachers not overreact, avoid power struggles, and react calmly to students' bids for attention. (SM)

Students choose their own behavior, and teachers have the power to influence their choices. This article describes cooperative discipline and offers three strategies for positively influencing students' behavior: identifying the behavior, dealing with misbehavior immediately, and providing some encouragement. Resources for further information are…

A teacher draws upon personal experiences to argue that successful classroom discipline is the product of teaching competence and style rather than the result of behaviorist classroom management techniques. Emphasis is on keeping children involved in learning activities. (PP)

Describes one elementary teacher's experience when a minor event (a student forgetting to bring a permission slip and lunch for a field trip) resulted in a major class lesson in responsibility. Another teacher and a social worker present their perspectives on the situation and provide suggestions for teaching responsibility. (SM)