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Argues that teachers should, in most cases, follow their own and school rules set for students. Surveys teachers and principals from middle and junior high schools on their typical school behaviors. Offers suggestions for preservice and inservice teacher education to heighten teacher consciousness of the classroom behaviors they model--elements of effective classroom teaching to which teachers should attend. (SR)

A survey of U.S. teens (15,877 middle and high school students) reported that more than one in three students (39 percent of middle schoolers and 26 percent of high schoolers) said that they do not feel safe in schools. Thirty-seven percent of middle school boys and 43 percent of high school boys believed that it was appropriate to hit or threaten a person who makes them angry. Nineteen percent of the girls felt the same. Most alarming was that 75 percent of all boys and 60 percent of all girls said that they had hit someone in the past twelve months because they were angry. Thus, one can conclude that physical confrontations between students occur frequently in public schools. How should teachers or administrators intervene? What are their legal rights and responsibilities? This article outlines a three step plan to answer these questions to help teachers and administrators know what to do during student fights. It also details the extent of the problem of student-to-student physical confrontations.

Describes how the Cascade Model for Classroom Discipline uses preventive, supportive, corrective, and adaptive techniques to build effective discipline. (HOD)

Discusses the importance of pupil control problems of public secondary school personnel and the development of models of custodial and humanistic ideologies. (HOD)

Compares the findings of a 1961 Georgia study and a 1984 Illinois study of the most severe discipline problems occurring in high schools. (HOD)

Describes a classroom management system that increases both the students' positive attitudes toward general physical science and the teacher's enthusiasm for teaching it.

Identifies and discusses some successful alternatives for coping with classroom behavior problems. (FL)

Discusses the mystique surrounding the idea of discipline, then offers reasons why that mystique continues to influence teachers' belief systems. Concludes with an approach to discipline that is easily translated into effective practice. (FL)

Discusses strategies that can be used to prevent the five most common behavioral problems in secondary schools: (1) failure to complete assigned work, (2) tardiness, (3) inattentiveness, (4) littering, and (5) failure to bring materials to class. (FL)

Presents practical techniques teachers can use for classroom management: (1) teach specific directions, (2) look for good behavior, (3) praise effectively, (4) model good behavior, (5) use nonverbal reinforcement, (6) establish token economies, (7) "premack" (students determine reinforcers for appropriate behavior), (8) teach kids to reinforce one another, (9) teach kids to reinforce themselves, and (10) vary positive reinforcement. (NKA)

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)

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)

The author explores the growing litigation over student rights in disciplinary cases, noting that the teacher's freedom to use punishment and behavior modification is being restricted. He presents teachers with some guidelines on classroom management and control in light of these court rulings. (SJL)

With the assumption that theory is the most important determinant of teachers' disciplinary practices, the authors seek to clarify what is meant by a "theory" about children; to illustrate theory's relationship to disciplinary practice; and to suggest some assumptions which, in a democracy, may be embraced within theories about children. (Author/SJL)

The author answers some of the central questions--legal and pedagogical--relating to the use of corporal punishment by teachers. He presents guidelines on corporal punishment which can reduce the likelihood of liability, but suggests, given the potential for lawsuits, that teachers adopt alternative forms of discipline. (Author/SJL)

The author advocates positive discipline based on teacher behavior which demonstrates self-confidence, courtesy, fairness, respect, and sensitivity. (SJL)

Offers an approach to dealing with school discipline problems based on the belief that teachers must set rules and consequences, be specific in giving students messages about behavior, visit parents in home and in school, cooperate with administrators and other teachers, and impose punishments for children that they can understand. (FL)

Argues that the one portion of behavior modification that educators least understand is negative reinforcement. Discusses the advantages of this technique. (FL)

Presents a compilation of various language usage programs as they relate to establishing and maintaining discipline in the classroom. (FL)

Argues that major behavior modification techniques can be easily and usefully integrated into a classroom management strategy. Focuses on the need for teachers to consider the internal perceptions of students when employing the techniques. (FL)

Argues that Dewey's ideas about discipline were influential because he was able to provide a defensible position that did not succumb to laissez-faire freedom on the one hand or authoritarianism on the other. (FL)

Describes an experiment designed to measure the effectiveness of a schoolwide intervention strategy for changing the attitudes of classroom inhibitors--students who disrupt instruction. Concludes that schools can deal with such students without having to hire special staff. Finds also that inhibitors do not have classroom anxiety. (FL)

Offers suggestions for minimizing classroom interruptions, such as suggesting to the principal that announcements not be read over the intercom during class time and arranging desks and chairs so as to minimize visual distractions. Contains a school interruption survey form. (JC)