At the F. D. Roosevelt School in Lawndale, California, publicly acknowledging good student behavior in weekly awards assemblies sets the tone for other assemblies. The effects of expecting good behavior and rewarding it go beyond the auditorium to influence attitudes in the halls and classrooms. (MLF)

Lying is a symptom of a much broader problem. Primary motivations are need for acceptance, fear of punishment, and desire for attention. Children learn about honesty through observation, both directly and indirectly. Admitting mistakes, especially to children, is invaluable and can help break the lying syndrome. (MT)

Presents six strategies for positively promoting good behavior among elementary students, including: surprise rewards for quiet classroom behavior; a compliment chain made of paper clips; behavior self-evaluation forms; consistent routines; a list of five things students must do in order for the teacher to be able to give out directions; and…

A veteran principal offers some wide-ranging and practical suggestions for supervising children on the playground and in the cafeteria. (Author/MLF)

Anecdotes which illustrate student behavior can effectively communicate to parents information on positive or negative student behavior. This article describes the use of anecdotes in parent conferences, gives details on keeping anecdotal records of student behavior, and advises teachers on how to convey information to parents about student…

An academician and a physical education teacher present a guide for controlling elementary students. They identify the need for established structure in the gymnasium and offer exercises to achieve it, noting the key is planning and practicing of rules, behaviors, and procedures with active monitoring and early teacher intervention. (SM)

Presents a personal anecdote illustrating how a teacher learned to control an attention-seeking student who was disruptive in the classroom. (MD)

A guideline is offered to help school nurses diagnose different kinds of emotional problems in children. (JD)

Outlines procedures that teachers can use to discourage plagiarism and deal with instances of plagiarism by their students. Teachers should discuss the subject of plagiarism with their students, instruct them in the proper way to quote the work of others, check the authenticity of students' written work, and carefully confront students in…

This guide describes six prevention practices that K-8 administrators have found to accelerate school performance, increase readiness for learning, and reduce problem behaviors. It shows that to create a safe school environment, preventive measures for children's behavior and emotional problems must be in place. It advocates positive behavior…

This article presents activities to help teachers explore the issue of tattling and help students learn when to tell and when to work it out themselves. Both activities require several 20-minute periods in which teachers explain the issue and involve students in discussions of appropriate behavior and responses. (SM)

The pattern of correct and incorrect responses on the Slosson Intelligence Test (SIT) can be used by teachers to estimate the student's strengths and weaknesses. A scheme for classifying the items was developed to aid teachers and other professionals interested in conducting an informal item analysis with the SIT so it could be added to other…

Outlines a study of class size among first grade-students in the Metro Nashville (Tennessee) School District. This study looked at the effects of reducing class size from 1:25 to 1:15. Initial results favor the smaller size in pupil achievement. Includes two tables and an item list. (MD)

Children with dyssemia, a social disorder, cannot properly express or understand certain nonverbal language. The article examines six types of dyssemia and offers suggestions to help teachers interpret the signs and assist dyssemic students. Help includes making the child aware of the problem, having the child practice exercises, and monitoring…

This ready-reference pull-out folder focuses on student discipline, discussing how to stop problems before they start, discipline in 1995 versus discipline in 1975, individual discipline style, steps to improving problem behavior, and resources for further information. (SM)