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)

Attention Deficit Disorder, characterized by inattention, impulsiveness, and sometimes hyperactivity, is defined in this article. Symptoms are listed, standard treatments discussed, and strategies for teachers are recommended. (IAH)

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)

A teacher recounts her difficult experience with a withdrawn, isolated fourth grader with very low academic achievement. Although she was not successful in improving his achievement, she did help him to accept more physical and emotional contact. (CB)

Anecdotes which illustrate student behavior can effectively communicate to parents information on positive or negative student behavior. This article describes the use of anecdotes in parent conferences, gives details on keeping anecdotal records of student behavior, and advises teachers on how to convey information to parents about student…

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…

Examples are given of how spontaneous discussions of school and home problems enabled fourth grade children to seek solutions to difficulties in an open and cooperative way. (JD)

This article presents four strategies children use in the classroom to avoid learning; remedies for these situations are given. (BB)

A teacher describes how she managed to turn one student's disruptive behavior into an opportunity for all students to learn about conflict resolution. (JL)

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)

An account is given by an eighth-grade English teacher of the ultimately unsuccessful efforts to manage a problem student. Lessons learned from the experience include the realization that classroom teachers can't "fix" every child. (IAH)

Children with dyssemia, a social disorder, cannot properly express or understand certain nonverbal language. The article examines six types of dyssemia and offers suggestions to help teachers interpret the signs and assist dyssemic students. Help includes making the child aware of the problem, having the child practice exercises, and monitoring…