Most teachers appear to assume that the status of corporal punishment in their own school or state is a national standard--a perception that is far from contemporary reality. The author of this article asserts lawmakers and courts have failed to ensure that schools are safe places for the children entrusted to our care. Those children cannot…

Thirteen suggestions are made to the teacher on the establishment of classroom control; the use of various methods of punishment, including grades and extra homework; and ways of dealing with recurrent behavior problems. (SJL)

With the assumption that theory is the most important determinant of teachers' disciplinary practices, the authors seek to clarify what is meant by a "theory" about children; to illustrate theory's relationship to disciplinary practice; and to suggest some assumptions which, in a democracy, may be embraced within theories about children.…

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

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)

The author attempts to clarify the difference between punishment and negative reinforcement and suggests that negative reinforcement should be used only as a last resort as a disciplinary tool. (KC)

Data for this paper were drawn from surveys of 727 teachers and 1278 students. Findings are reviewed on teachers' perceptions of the causes of discipline problems, their frustrations about organizational constraints on discipline, and students' views of the ineffectiveness of two commonly used methods of punishment: suspension and extra homework.…

Discusses how to use homework as an effective teaching method and offers creative sample assignments. (SRT)

Article analyzed the three most common approaches used by teachers to establish and maintain classroom discipline and considered what must be done to insure good behavior in the classroom. (RK)

The positive and negative aspects of classroom punishment were compared and the characteristics of teachers who did not experience discipline problems with their students were discussed. Additionally, programs for overcoming discipline difficulties were presented. (RK)

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)

In the best of conceivable worlds, the use of punishment would not be necessary. In the real world of school, however, punishment is sometimes needed. The author provides guidelines for maximizing the positive effects of punishment. (Author/RK)