Identifies specific behavioral characteristics of both aggressive and passive-aggressive students, delineates a four-step process that most aggressive students go through as they lose control of their emotions, and describes intervention strategies that teachers can use to deal with each step of the breakdown of control. (FL)

Behavioral self-management techniques offer counselors a viable consulting procedure for use within a classroom structure in which teachers and supportive staff are constantly being confronted with attending behavior problems. (Author)

Characteristics and management of the passive aggressive child in classroom situations are presented in the article. (PHR)

The handbook describes a method of teaching communication skills to students with severe disabilities (severely and profoundly retarded, trainable mentally retarded, autistic, deaf blind, and severely multihandicapped). In the interrupted behavior chain procedure, a routinized activity in a natural setting is interrupted and the child is taught to…

The two articles explore the characteristics of the withdrawn and the aggressive child and suggest management techniques for classroom teachers.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

Possible bases for student influence over teachers are examined. Since teachers cannot avoid being influenced by students, it is important for them to consciously select the kinds of influence efforts to which they will respond. (MJB)

The training of teachers in the use of six "classroom management schedules" designed to match the behavioral characteristics of various types of students is described. Treatment schedules are detailed, and results of their application by classroom teachers in eight case studies are discussed. (JMF)

The author contends that the application of structure and reinforcement will effectively eliminate hyperactivity in most classrooms. If these procedures do not work it is very likely that the child does not have the component skills necessary for completing the academic materials. In this case, it is probably best to keep the hyperactive child on…

Parents and teachers must allow children to feel all their feelings, including anger. Children can be helped to accept their feelings and to channel and direct them to constructive ends. Discipline should be motivated by the need to protect and teach, not a desire to punish. (JAC)

A strategy for teachers and consultants which moves from less to more intrusive interventions is described and demonstrated with a case example. Private feedback was ineffective in reducing a child's inappropriate behavior, but introduction of public feedback resulted in a decrease in inappropriate behavior to below the class average. (Author)

Discusses the developmental characteristics of young children which make them particularly vulnerable to traffic accidents and offers suggestions for parents and teachers on experience-based pedestrian safety education. (BF)

This document presents a brief synthesis of recent literature on attention deficit difficulties with hyperactivity, particularly literature concerning classroom interventions. It describes diagnostic criteria for attention deficit hyperactivity disorder, its incidence, behavioral characteristics of students who exhibit attention difficulties and…

Focusing on humor as a powerful instructional resource, this booklet addresses a variety of issues regarding humor in the elementary and secondary classroom. Thirteen ways in which humor can help teachers to achieve educational goals are presented, specifically that it (1) attracts attention and provokes thought, (2) liberates creative capacities,…

Research reveals striking differences in college classroom participation patterns across gender, race, and ethnicity. Trained faculty can change these patterns. An American University experimental equity training program illustrated that trained faculty (n=23) were 38 percent more interactive than the control group, giving more precise feedback to…

Drawing on personal experience and research on gender, a college teacher explores how women's ways of knowing and experiencing have implications for instruction, specifically in an organizational behavior course. Feelings of self-doubt, novelty, terror, and alienation that accompany women into the management classroom are examined. (Author/MSE)