Discussed are general and direct strategies for developing behavioral and academic self control in children in inner city classrooms. Reviewed are traditional classroom management practices in terms of nonmanagement, overmanagement, and mismanagement. Effective general strategies recommended include modeling by the teacher and behavioral rehearsal. Described are the following direct strategies: self monitoring, goal setting and self evaluation, and self reinforcement. Suggested is a four phase program to gradually develop self control beginning with self monitoring and guided self evaluation and ending with the child specifying his own goals, recording, charting, and evaluating his progress, and administering reinforcing consequences. (DB)