In 1991 and 1992, two workshops for community college practitioners in Canada were conducted on the subject of disruptive classroom behavior. The participants began the workshops by generating individual lists of what they found to be irritating student behaviors. They then formed groups and generated lists which, in turn, were compiled into a…

One of a series of practitioner-oriented newsletters, the document provides elementary school principals with information about school discipline and Public Law 94-142 (The Education for All Handicapped Children Act and Section 504 of the Rehabilitation Act of 1973). Focusing on the impact of this law on general education classroom teachers and…

This article describes an in-class suspension program in a junior high school, designed by the Turn Around Program (TAP) committee of the Myron J. Michael School (Kingston, New York). The committee developed a specific model to fit their needs, emphasizing reform rather than punishment. Suspended students received tutoring, remediation, and…

This is a report on the application of operant condition methods to classroom discipline problems. The setting was Clara Tagg Brewer Elementary School in CLEVELAND, Ohio. The school is located in a community consisting mostly of lower-middle class black families. A few children come from a "run down" section of the community, including…

This short book discusses ways parents and teachers can cooperate to prevent some of the behavioral problems common to middle school and high school students. To help parents and teachers, it offers a progressive discipline code, called the "Parental Intervention Plan," or PIP, in which both parents and teachers jointly assume responsibility for…

This action research project evaluated a program for improving student discipline and developing a positive classroom environment. The targeted populations consisted of prekindergarten, first-, and fifth-grade students in two middle class suburbs of Chicago (Illinois). Changes in behavior were documented through behavior checklists, parental…

Study supported by grants from the National Istitutes of Health, U.S. Public Health Service (MH-11979-01), and the National Science Foundation (GS-1847).

Describes a comprehensive behavior management system that provides a professional base for school programs and long-term teaching efforts to produce responsible citizens. Schools can help change society's discipline-punishment philosophy by establishing appropriate administrative structure and training goals stressing openness, honesty, sincerity,…

According to John Wilson, the punishment of children is logically necessary, or inevitable, and punishment is the necessary concommitant of serious education. It is argued here that Wilson has not successfully established his case for the necessity of the punishment of children. (RM)

John Wilson defends his belief that the punishment of children is logically necessary, or inevitable, and that punishment is the necessary concommitant of serious education. (RM)

The author questions whether some children really want to be hit or whether they are in fact looking for attention. (MM)

The article is designed to help parents and teachers understand the causes of common behaviors of gifted children that become "problems" to adults and to suggest some effective strategies for dealing with such behaviors. (SBH)

Presents three basic tenets of what form the foundation of an effective behavior management system to help beginning teachers at any level, particularly middle school. They include: always listening to the student's side of the story; being consistent in discipline; and knowing when to go higher (e.g., sending the student to the office). (SM)

Examines teachers' (N=200) perceptions of school behavior problems and preferred classroom management actions. Results show that internal student-related attributions were those most frequently adopted by the teachers, even though teachers' explanations varied significantly across school problems. Misbehavior-related attributions were…