The articles in this booklet reflect a broad spectrum in their approach to discipline and the teaching process. Even though discipline is now called classroom control, these articles indicate that some educators question the desirability of precise prescription in the classroom. Running through the articles is a common thread: discipline is less of a problem when the instructional content and process are interesting and relevant, constitute stimulating activities, and arouse natural curiosity. Since, as many of the articles point out, what constitutes meaningful curriculum or stimulating activities for one student may be irrelevant for another, the matter of motivating individual students appears to be the critical problem. However, since some students become discipline problems despite meaningful curriculum, other approaches are suggested. These approaches range from an attempt to match a teacher's teaching style to a student's learning style, to a strict behavior modification where the forms of behavior--and not the attitudes behind behavior--are the primary concern. (Author/JF)