Disproportionate rates of suspensions and expulsions among racial/ethnic groups are a local, state, and national concern. Maryland has made significant progress in decreasing the use of exclusionary discipline, but there is substantial work left to do to move toward equity. Maryland has cut the use of exclusionary discipline practices by half in…

Discriminatory discipline practices in the nation's schools disproportionately impact students of color; students with emotional, behavioral, and cognitive disabilities; and youth who identify as lesbian, gay, bisexual, transgender, and questioning (LGBTQ). Large numbers of these students are removed from class, lose opportunities to learn, and…

The majority of children do come to school to learn, but it only takes a few persistent troublemakers to rob an entire class of that opportunity. Disruptions in the form of lateness, talking out of turn, and disrespecting the teacher and other students take a serious toll on the educational process. Polls have shown that parents, teachers, and the…

Describes a method for controlling minor incidents of disruptive behavior and failure to prepare for class. (MCG)

The establishment of a code of discipline leads to better classroom management. Using behavior modification techniques discipline problems are minimized and both teachers and students are the winners. Lists seven rules for the music room and describes methods of positive reinforcement and appropriate punishment. (CS)

Five criteria useful in evaluating any discipline model will help evaluators make sense of a complex issue. Discipline policies should be philosophically sound, pedagogically defensible, psychologically appropriate, pragmatically feasible, and professionally evaluated. (TE)

The effectiveness claims for Assertive Discipline made by Lee Canter and other advocates are not supported by the limited research that has been conducted in the program's 12 years of existence. (Author/TE)

Some schools are providing teachers with a special resource co-teacher to provide crisis intervention services for pupils when their coping capacity begins to fall apart. (RC)

The author cautions against the overuse or misuse of in-school suspension as a disciplinary measure and suggests rules that incorporate principles of equity in order to avoid abuse of in-school suspension policies. (KC)

This report on suspension practices in the Philadelphia Public School system finds that: (1) Since 1977, on the average, 14.9% of the students have been suspended at least once; (2) Of secondary students, 24.9% have been suspended at least once (since 1977); (3) Overall suspension rates have increased for both minority and non-minority students;…

This article addresses the possible causes of discipline problems in the classroom. (MM)

An inschool suspension program at a Pennsylvania school district is described. Students spend suspension time completing classroom assignments under strict teacher supervision in detention halls. (TE)

In-school suspension programs work when students are treated with a blend of toughness and love. The toughness consists of strictly applied limitations on movement, interaction among students, and acceptable activities; the love is present in the personal tutoring and counseling provided by a caring adult supervisor. (PGD)

The considerable gap between educational policy regarding discipline techniques and the reality of the classroom is explored. (LH)

The organizational climate of a school can determine the effectiveness of school discipline policies. The establishment of a positive climate requires a commitment to shared disciplinary values by school personnel. Six such value areas are discussed in this article. (PGD)