To reduce disciplinary cases without using suspension or alienating teachers and parents is a challenging task for principals. Forcing teachers to tolerate unruly student behavior is no solution. When both teachers and principals experience failure in eliciting desirable student attitudes and behavior, some relief measures are appropriate. This paper shows how schools can approach behavior management through creative problem analysis and individualized educational programs. One logical starting place is the faculty meeting, where consensus can be obtained before choosing a course of action or investigative format. During the problem analysis, certain behavioral phenomena will arise, including a preparation phase, an incubation period, and finally, inspiration. One possible outcome is to design an individual instruction program, which usually embodies wholesome, humane, and noncompetitive elements. Such programs accept student learning differences and reduce the trauma experienced by classrooms of recalcitrant pupils acclimatized to rigid, operationally ineffectual learning environments. Although organizationally imposing, individualized learning is a viable concept based on diagnostically determined needs of children in a given community and "universal" objectives. Consideration is given to peer relationships, learning styles, self-concept, and subject interests. An appendix contains formats for problem-solving, guidelines for identifying problems, and a countdown for problem-solving. Included are nine references. (MLH)