Describes a field study that found that student "brinkmanship" (assertive behavior attempting to challenge the school's authority system yet avoid negative sanctions) is related to organizational routinization and student-teacher rapport. When rapport is poor, high routinization and control is correlated with low brinkmanship. (Author/JM)

When discipline problems arise, the referral system outlined here, in which teachers, counselors, and administrators know what is expected of them, may help principals save time and retain effectiveness. (JM)

Presents an adoptive parent's anecdotal report of an unhappy and unsuccessful adoption of an older child. (RH)

Results of a survey of California public schools do not support the findings of recent reports of an increase in violence in American schools. (Author/RLV)

In maintaining command of a classroom situation the teacher who establishes rapport with the group and uses humor effectively is most often successful in controlling or preventing disciplinary problems. (JD)

Examines briefly important concepts in the discipline of students with disabilities. Explains the principles developed through case law, which can provide guidance to administrators struggling with questions regarding the discipline of such students. Notes that the same principles may hold for the student at risk for school failure. (SR)

Describes problems of maintaining discipline and security at Jamaica High School in Queens, New York. Argues that court decisions and school regulations have allowed minority of aggressive and disruptive students to destabilize the learning environment. (PKP)

Examined how personnel managers (N=19) and line managers (N=28) make disciplinary decisions using policy-capturing approach. Findings suggested that factors likely to affect attributions about reason for a disciplinary problem were important determinants of disciplinary decisions. Considerable weight was assigned to either provocation, tenure, or…

Teachers can solve discipline problems, motivate students, and improve their own teaching by using writing assignments for communication purposes. Students get a chance to talk on paper, reflect on a situation, and avoid detention. Free writing can motivate students to do assignments and participate in class activities. Writing assignment…

Explored characteristics of 62 adolescent students with marked need for disciplinary crisis intervention who were enrolled in school for severely emotionally disturbed. Results revealed that students with strong crisis intervention needs displayed range of behaviors that could be characterized as disturbance in conduct. Results support use of…

Describes a 3-pronged policy to control budding problems of violence in a Midwestern school of about 2,600 students. Explains why each of the three policy changes--more lunch periods, assigned lockers, and mandatory student identification cards visibly displayed on each student--have made an enormous difference. (TB)

Outlines nonintrusive and intrusive strategies for effective classroom management of inappropriate behavior. Describes discipline as a system made up of preventative and intervention strategies designed to manage rather than control student behavior. Discusses planned ignoring, praise, conferences, progress reports, and time out, among other…

Evaluation of recent literature and interviews with Russian educators showed how liberalization of schools has shifted power to teachers and students, resulting in short-term teacher demoralization and student indiscipline. The situation is complicated by competing interest groups and ideologies, and indecisive leadership. (SK)

Explores the effects of a proactive school-wide discipline approach on the frequency of problem behavior displayed by elementary students. Study was designed to explore the impact of a social skill instruction program and direct intervention on problem behaviors in three school settings (cafeteria, recess, and hallway transition). Results indicate…

Professional responsibility requires that educators teach all students and make a deliberate effort to excite even those who seem not to care. This article provides educators with seven keys to motivating hard-to-reach students and provides practical applications of each. (Author/GCP)