In 1991 and 1992, two workshops for community college practitioners in Canada were conducted on the subject of disruptive classroom behavior. The participants began the workshops by generating individual lists of what they found to be irritating student behaviors. They then formed groups and generated lists which, in turn, were compiled into a master list of disruptive behaviors. From this list, each group picked one behavior which they found most irritating and attempted to develop strategies for dealing with that behavior. The irritating behaviors listed could be generally categorized as resulting from lack of socialization, lack of attention, and lack of maturity. One of the strategies discussed was defining the ground rules for the class at the outset. It was pointed out that if other rules needed to be introduced during the term, they should be considered carefully. The process of dealing with individual students was the other important issue discussed, with the conclusion reached that the student and the teacher should discuss the disruptive behavior one-on-one. Because classroom disruptions are debilitating to both teacher and students, it was suggested that instructors involve the non-disruptive students in modifying the conduct of the disruptive ones. Bringing in a supervisor to deal with a student who has exhibited repeated behavioral problems was recommended only as a last resort. Workshop participants tended to conclude that when students feel that they are in control of and have a stake in learning, many of the problems associated with disruptive behaviors may be resolved. (JMC)