The schools must create a climate of reason and respect, and prevent negative self-images, humiliation, and failure. Perhaps 80 percent of the discipline problems in schools involve things the schools can affect. (Author/IRT)

No matter what kind of classroom we choose, we have to remember that discipline must not be used interchangeably with corporal punishment. Constructive discipline is a positive means of managing a classroom; corporal punishment is an exceedingly negative one. (Author)

Principle-centered discipline is based on creating a climate of high expectations for the desired student behavior. When discipline problems persist, reevaluate school rules, punishments, and rewards in light of the principles that underlie the discipline plan. Such a policy requires broad support from the school board and staff. (MLF)

In summary, adopt written policies that explicitly cover all aspects of corporal punishment and other disciplinary procedures; review those policies at least once every two years to keep them current. (Author/IRT)

At a Florida high school, students who break school rules face predetermined consequences that are ascending in severity. The success of the system is contingent on staff training, communication, recordkeeping, administrative support, and evaluation. (MLF)

Reviews a Pennsylvania higher court decison in which a student sued the school board for reducing her grades as punishment for misconduct during a school outing. The court found in the student's favor. The punishment must fit the crime. (MD)

Describes procedures required of boards of education by the courts in disciplining students. (JF)

Discusses the U.S. Supreme Court's ruling in Goss v. Lopez that public schools may not suspend a student for 10 days or less without giving him advance notice of the charges against him and allowing him to respond to the charges. (JG)

A Pennsylvania countywide, centralized alternative school called CLASS--Creative Learning Alternatives for Student Success--encourages students to stay in school, master the basic skills, and develop the cooperative attitudes needed for success. Eight districts now participate and enrollment has grown to 73 students in grades 7 through 12. (MLF)

Detention rooms are more effective when students are accountable for their behavior, rules and consequences are clear and publicized, and teachers are involved in the disciplinary process. (DCS)

Describes the educational program in a Fairfax County, Virginia, juvenile detention center. The center's approach is a combination of "tough love" philosophy, interagency cooperation between the school district and state agencies, and an educational program based on a one-room school house model. (LMI)

As violence in school increases, administrators need to assess school security and take steps to make it effective. School employers must have an understanding of student discipline policies for any security system to work. A security assessment should examine such issues as policies and procedure, school sites, school security staff, and…

Presents tough-minded advice on how school leaders can maintain discipline while minimizing the possibility that they'll trample student rights or lose their shirts in court. Such areas as search and seizure, dress codes, and due process are covered. (Author/IRT)

Discusses chronically delinquent students and methods of dealing with their disruptive behavior, ways to maintain discipline in schools, warning signs characteristic of delinquents, signs of disruption-prone schools, and various programs instigated by state and local school administrations to handle problems from academic failure to criminal…