Time spent on disciplining children in the classroom is time taken away from achieving the objectives of instruction. The classroom teacher needs to have appropriate guidelines to use in teaching as well as specific workable procedures which help students to achieve. This paper discusses various methods of classroom discipline. The paper first discusses problem solving procedures which emphasize teachers observing a contextual problem in disciplining students in an ongoing lesson or unit of study. It points out that problem solving does not stress: absolutes; predetermined, ready-made answers to problems; quick solutions to problems (but rather deliberation); hierarchical arrangements of individuals; and intent of people involved in decision making. The paper next discusses behaviorism, which stresses predetermined, measurably stated objectives used to develop an appropriate learning environment--objectives pertaining to classroom discipline are determined by the teacher and printed clearly for all students to see and understand. According to the paper, Traynor (2002) identifies the following approaches used by teachers in discipline: coercive; laissez faire; task oriented; authoritative; and intrinsic. The paper notes that a teacher's being well prepared for each day of teaching should help curb discipline problems. It suggests that specific methods that may be used to encourage good discipline are a time out area in the classroom and positive reinforcement. The paper quotes the behaviorist B.F. Skinner stating that the most important task of the teacher is to arrange conditions under which desired learning can occur. (Contains 11 references.) (NKA)