We conducted focus groups with high school staff, students, parents, and administrators to gain information about how to design professional development training supporting high school staff in implementing restorative practices within a multitiered support system. Results indicated that all stakeholders valued trust and relationship building and…

Proposes a model of classroom management that provides four levels of restriction--the more undisciplined a student is, the more restrictive are the measures applied. (PGD)

Students who chronically misbehave may respond to the field-tested anecdotal record technique. The teacher keeps a daily record of the student's positive and negative behaviors and the teacher's responses, and shares progress with the student daily. (PGD)

Describes a structure for designing staff development activities focusing on preventive strategies and positive relationships with all students. Positive discipline is based on optimism, respect, trust, and intentionality--essential ingredients of flourishing teacher-student relationships. Includes eight references. (MLH)

The need for properly administered classroom discipline is manifested by misbehaving students desiring structure that reveals the importance of managing time, distinguishes between right and wrong, and supports the notion of perseverance. Top performers in administration and teaching understand and practice effective discipline by reinforcing and…

An Ohio high school staff's action-research project examined effects of a recently implemented block-scheduling arrangement on student achievement, behavior, and student-teacher relations. Results support other research: students earned higher grade point averages, more students attained the honor roll, disciplinary referrals were reduced,…

The recommendations set forth in "Developing Character: Transmitting Knowledge," a recent statement signed by prominent scholars and educators, are reviewed here for principals. The statement focuses on the importance of education for character development. (Author)

The influence of behavior modification's proponents has encouraged overuse and misuse of teachers' coercive and reward powers for the maintenance of discipline. Teachers should be urged to develop and use their other social powers--the legitimate, referant [sic], and expert powers--which have increasing impact as students become older. (PGD)

Results of a study show that male teachers refer male students to the administration for disciplinary action 2.5 times more often than they refer female students, while female teachers refer boys 1.3 times more often. Both male and female staff refer girls in nearly the same number. (Author/MLF)

Forces within and outside the profession have made teachers vulnerable in dealing with disruptive student behavior. Six strategies are presented that constitute a basic plan for coping with student behavior that interferes with learning. (Author/MLF)

Four communication models that can be used by the teacher to manage classroom behavior are described. (Author)

A review of the major schools of thought related to disciplinary techniques. (Author)

Most student misbehavior is either a way of challenging or coping with the classroom system. Examples of and suggestions for dealing with coping and challenging behaviors are given. (Author)

In a program designed to teach students specific behavior skills that will help them to function better in the classroom, appropriate behaviors are systematically monitored and reinforced. (Author/MLF)

The needs of the unstable student are summarized, followed by a brief discussion of these needs to enable teachers to analyze causes and effects of this behavior. Instructional approaches are suggested for the classroom teacher to stabilize student responses. (Author/MLF)