This paper attempts a description of some of the problems principals face, along with suggestions for solving them. The main focus is on discipline and dealing with student misconduct, but relations with parents, teachers, and police are also considered. (Author/SJL)

Educators must realize that the social problems weakening the schools, such as declining enrollment, falling test scores, and tighter budgets, will not magically disappear. Assessing blame solves nothing. Rather, professionals must band together to improve their own competence in the face of public criticism. (SJL)

The author describes a meeting at which he and his students jointly set classroom roles agreeable to everyone. He used the no-lose method of problem solving, posited by Dr. Thomas Gordon, author of Parent Effectiveness Training. The six steps of the method are elucidated. (SJL)

Discusses what social and emotional learning is; why it is necessary; what its key concepts and goals are; and why it is necessary to focus on social and emotional learning in the middle grades. Discusses how social and emotional learning is related to the social studies. Describes ways middle-school social-studies teachers can foster such…

Presents a theoretical construct of teacher supervision within the time constraints common to most principals. Offers suggestions for modifying the preconference, observation, postconference cycle of teacher evaluation to make it more efficient and effective. (FL)

Discusses several prominent intervention approaches intended to prevent violence and inappropriate behavior in school by directly or indirectly affecting the social climate of the school. Looks at programs focusing on: parent and community involvement; character education; violence prevention and conflict resolution curricula; peer mediation; and…

Preliminary findings of a survey of Georgia school principals indicate a serious lack of confidence in teachers, prophesizing conflict, disharmony, and strife as teachers seek increasing autonomy. We need to alter this adversarial relationship between teachers and administrators and to redefine their decision-making roles. (Author/SJL)

Explains a method of reflecting on behavioral incidents that arise in classroom settings in order to improve teachers' responses to troubling student behavior. Suggests that by combining the process of critical reflection with an understanding of how conflict develops, teachers can improve the way they react and respond. (PM)