A comparative study was made of disruptive behavior in British comprehensive schools and American high schools. A survey was conducted in 41 British schools to obtain the opinions of teachers and administrators on severe discipline problems, causes of disruptive behavior, and possible solutions. There was general agreement that classroom…

The study examined attitudes toward school inclusion of students with disabilities of 1,145 prospective teacher trainees from six national/religious groups in eleven colleges in Israel: The groups were secular, religious and ultra-orthodox Jews and Muslim, Christian and Druze Arabs. Participants responded to the "Opinion Related to Inclusion…

Sets forth guidelines that teachers can use in dealing with "difficult" students. (FL)

Describes 10 affirmative actions, with suggestions on how to implement them, for handling behavior and learning problems in the classroom. (Author/RK)

To remove the adversary emphasis from pupil-teacher interactions, the author presents a simple model, showing how an intervention can potentially make a situation better, worse, or unchanged for the pupil and the teacher. A sample scenario is provided of two teachers dealing with a misbehaving child. (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)

Survey results show that planning and constant vigilance are the price of effective teaching. Effective classroom management involves awareness, good organizational skills, preparation, letting students know what is expected of them and following through, and the ability to diagnose student problems. (CT)

The two articles explore the characteristics of the withdrawn and the aggressive child and suggest management techniques for classroom teachers. (PHR)

A checklist for helping administration, staff, students, and parents manage school behavior is presented. (PHR)

Retreating is a behavior which occurs when a teacher issues a directive intended to influence student behavior, and the students ignore the teacher in such a way as to let it be known that she/he has not influenced their behavior. Discusses this behavior and offers six rules useful in avoiding retreating. (Author/JN)

The author recommends steps a teacher can take to effectively deal with self-destructive students and summarizes some of the situations that frequently occur in junior and senior high schools. (LH)

Summarizes the results of a study which identified discipline problems in fifty vocational agriculture classes of student teachers and beginning teachers. Reviews effective and ineffective ways to handle discipline problems in the classroom. (LRA)

Troubled children can greatly influence the behavior of their teachers. Interaction between a teacher and student follows a circular process in which the attitudes, feelings, and behaviors of the teacher are influenced and in turn influence the attitudes, feelings, and behaviors of the student. The five steps in the process are: self-concept,…

A combination of principles drawn from the current major theories of behavior discipline often proves to be more effective than the use of any single theory. (LH)

The goal of classroom management, like government, is to create and maintain an environment which protects and advances individuals. Creating such a classroom environment involves trust between teacher and students, a conviction that misbehavior is relative, and student participation in finding alternatives for disruptive conduct. (Author/SJL)