This article presents a practical approach to resolving difficulties experienced by classroom teachers. Areas discussed include student rights, techniques for correcting behavior, the value of conferences, the establishment of standards for behavior, and punishment. (CT)

The need for discipline in the classroom is shown, and three rules for establishing acceptable behavior among students are given. Consistent expectations and action backing them are suggested. (Author/CM)

Ways to maintain classroom discipline are discussed, including examples of problems and causes; factors that affect behavior; classroom management techniques; a behavior code; and survival tips for teachers and student teachers. (LB)

Children's reasons for adhering to classroom achievement, moral, and conventional norms were collected. Reasons were coded into intrinsic and extrinsic categories. Developmental change and individual consistency in offering of intrinsic reasons across domains was assessed. (PCB)

Presents some suggestions to secondary teachers on organizing small group instruction projects and provides a sample set of conduct guidelines for students participating in group work. (SJL)

The article presents a working definition of rule-governed behavior, describes research regarding the insensitivity of rule-governed behavior to contingency changes, and provides guidelines for the effective use of academic and conduct rules and for preventing problems associated with insensitivity to changed contingencies. (Author/JDD)

Student discipline problems can often be reduced or prevented through the development of set procedures for routine tasks and behavior management plans. Teachers need to understand the basic principles of teaching in order to remain in control of situations. (DF)

Suggests a need in the classroom for order but not repression, that the teacher has a specific role to fulfill but not that of autocrat, that learning involves work but also interest and relevance, and that student behavior sometimes needs to be modified but that spontaneity and freedom of expression are to be valued. (Author/RK)

Explains discipline problems inherent in close rural environments and describes norm-setting, a successful classroom management plan that accentuates student discipline and minimizes teacher domination. Explains how to develop behavior norms for the classroom based on six categories of student and teacher goals. Notes the advantages of…

One of a series of practitioner-oriented newsletters, the document provides elementary school principals with strategies for developing a school discipline code. The article recommends: (1) developing a written statement of school discipline policy; (2) launching the discipline policy at the beginning of the school year; (3) ensuring that…

In this special feature, six articles discuss the problem of discipline from the viewpoints of the experienced teacher, the problem student, the PTA member, the teacher educator, and the civil rights activist. (MB)

A common variable in uncivil behavior is strong emotional reaction. If distressing emotion in the college classroom could be moderated, inappropriate behaviors might be reduced. One model of rational emotive behavior therapy offers insights into the sources of teachers' and students' emotional responses and the effects on the learning and teaching…

Strategies for curbing disruptions in the classroom include setting expectations, naming and defining behaviors students must learn, modeling appropriate and alternative behavior, setting up routines showing that self-control is important, settling on predictable consequences for blurting out, having children start over if communication breaks…

Physical education teachers who can efficiently manage time and student behavior have increased academic learning time. Components of an active elementary physical education discipline plan include establishing rules, creating a record-keeping system, determining the procedure for individual and group positive feedback, and determining…

This manual was developed to help educators, especially in further education colleges in Britain, to develop a whole-college approach to managing disruptive behavior in students and to serve as a resource for disciplinary policy and staff development. The manual is organized in eight chapters. The first chapter explores the background to the…