A starting point for self-discipline may be to compile a list of objectives that the particular school wishes to meet. The list should be assembled with faculty, administrative, parental, and, most importantly, student input. If a definite list of goals is draw up with student input then students will be able to form an identification with those goals that they have had a voice in implementing. Teachers, parents, and others interacting with students should realize the powerful influence they can have as role models. If all students on all levels feel that they have a vested interest in the way their school is running, then they will work toward making it a better place. This interdependence serves to reinforce the concept of the importance of goals. A governing body can be responsible for the development of the listed goals. Each class can have an elected representative who will act as the official representative for his class. Community involvement will also become an important part of this process, as the community is the larger part of this entire system. Teachers will be able to blend both the cognitive and affective spheres of learning, because students will become involved when the situations directly involve them. This is a suitable way for students to clarify their own values, work at self-actualization, and emerge from the school setting capable of making responsible decisions in areas which they have played some part in creating. (ABL)