This bulletin summarizes the principles of discipline and classroom management that appear to be successful. It also looks at how educators in Oregon and elsewhere are applying these principles in their schools. Despite differences of philosophy, certain principles are shared in some form by all schools of thought. The first chapter discusses preparation, clear expectations for behavior, consistent consequences, effective instruction, reinforcement, and positive relationships and respect. The second chapter first considers why no one system of classroom management is likely to meet the needs of today's teachers. Then attention shifts to several "eclectic approaches" to discipline that take into account a range of student behaviors and corresponding teacher responses. The chapter concludes with a description of one school's discipline program. In the third chapter, several impediments to classroom management are discussed: lack of time, inattention to planning, absence of administrative support, and the tendency of some teachers to base their actions on conventional wisdom rather than rational evidence. This chapter also considers the challenge facing educators who are committed to creating a productive learning environment. Appended are 40 references and five interviews. (SI)