Elementary school teacher describes his experience with Matt, an emotionally disturbed fourth grader. After Matt acknowledged that he felt nobody liked him, the teacher made a point of paying more attention to him, integrating him into the class, and emphasizing his strengths. Eventually, Matt improved, cooperated, and made friends. (SM)

A third grade teacher explains how he utilized cooperative learning and a reward system to encourage a disruptive student to change his behavior. The teacher scored each team on group accomplishments. As the child learned to work with others, his attitude changed and his academic ability benefited the team. (SM)

An elementary teacher discusses her methods of dealing with a fourth grader who threw temper tantrums when he could not do his work. She offered to bring her dog to school if he showed self-control for a week. He worked hard, avoided temper tantrums, and his positive behavior was rewarded. (SM)

A teacher draws upon personal experiences to argue that successful classroom discipline is the product of teaching competence and style rather than the result of behaviorist classroom management techniques. Emphasis is on keeping children involved in learning activities. (PP)