A time-out technique is described which enables disruptive students to learn both how to control their behavior and why it is important to do so. (MT)

Any punishment in which the student is a passive recipient leaves all the responsibility in the hands of the teacher. The techniques of having students name behavior, choose alternative solutions, and plan and take relevant consequences actively involve them in their own disciplining and encourage self-discipline. (MT)

Research is reviewed on two ways to modify impulsive behavior in handicapped and nonhandicapped children: (1) self-verbalization, which asks the child to slow down, look, and think; and (2) attention training strategies that encourage scanning and identification of similarities and differences. (CL)

This review is divided into four categories which reflect different uses of self-control procedures in classroom research: (1) application of various components of self-control as an intervention procedure; (2) use of self-control procedures to maintain behavior already under the control of systematic reinforcement procedures; (3) evaluation of…

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)

A kitchen timer, three-minute egg timer, and individual clocks made from paper plates were used to teach time management strategies to learning disabled elementary school students in a resource room. Their attention span increased, work habits improved, and there was less frustration for both teacher and students. (VW)

This workshop outlines various approaches of helping teach self-discipline in the classroom. These approaches provide practical suggestions for teachers. If the social environment of the school seems to be less than democratic, perhaps this workshop content, when implemented, will provide for more open, honest communication and cooperation.…

Learning can take place only in a "disciplined" environment, i.e., one in which proper relationships between teachers and students, and between students and rules and routines are developed and maintained. The focus on discipline is often misdirected in that it is authoritarian when what students need is self-discipline. (JOW)

By using a variety of entreaties (to natural consequences, to responsibility to one's peers, to desire for the teacher's respect, and to authority) and by giving students good reasons for adopting their recommendations, art teachers can discipline unobtrusively and gain greater motivational power in eliciting students' creative achievements.…

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)

Considers teachers' perceptions of their role in developing self-discipline in students. Cites a sample code of ethics to help teachers set standards for their actions and attitudes. Provides a developmental view of self-discipline, citing tasks appropriate for grade level groups, and ways of teaching the skills. (DDM)

Practical techniques for the teacher to help the child deal with behavior problems and learn to establish self-control include: (1) positive reinforcement; (2) ignoring unpleasant behavior; and (3) setting realistic short-term goals. Methods for helping the student to develop better work habits and for squelching disruptive behavior are described.…

A technique is presented for teaching deaf students self-discipline along with useful idiomatic expressions. Idioms selected for study (such as "top dog,""in the doghouse,""sitting pretty," and "in hot water") are related to school rules, depicted on a bulletin board, and used to track classroom behavior.…

Described is a psychoeducational model for developing social contract between teachers and acting out children which uses an alternative behavior to teach social competence in the classroom. (LS)

Intended primarily for student teachers and beginning teachers, this paper provides a base from which teachers may develop their own approach to classroom management and suggests ways of fostering a classroom climate conducive to effective management and student self-discipline. The discussion begins by considering four factors influencing…