Discusses guidelines for responding to discipline problems based on teacher's ability to distinguish between discipline problems and educational or psychological problems. (JOW)

Suggests a quick way to determine when students should be referred to the principal. (WD)

In-service programs can help teachers learn to deal more effectively with classroom discipline problems. (Author/MLF)

The CREED (Creative Effective Discipline) approach avoids the use of force and emphasizes the reduction of stress and disruption in dealing with discipline problems. (IRT)

This study investigated discipline problems as perceived and dealt with by student teachers. (RC)

Discusses ways that teachers cause discipline problems and offers suggestions for eliminating such problems. (FL)

Offers some suggestions that cover twelve areas of human relations in which students and teachers are involved in the day-to-day task of teaching and learning. Their intent is to provide new teachers with methods for avoiding discipline problems while building a positive interaction with their students. (Author/RK)

This article provides a framework for defining and analyzing classroom management problems of beginning teachers. It also includes a practical illustration of the application of this framework to the solution of a concrete teaching problem. (Editor)

Teachers must be aware that less able students are more dependent for a successful learning experience upon a supportive teacher than their more capable peers. Business and office education teachers are fortunate in that their fields are relevant to student needs and interests and involve much "learning by doing." (SA)

Describes one teacher's experiences with several "turned-off" high school students. (DD)

Suggestions are given for maintaining good classroom control including tips on classroom environment, teacher preparation, teacher attitude, teacher-child relationships, child participation, and avoiding and handling problems. (KR)

Suggests a practical approach to solving the class discipline problem that includes information and skills that teachers need to have as well as six criteria for setting effective classroom behavior limits. (RK)

The LEAST approach to discipline involves a range of different strategies where the teacher uses the least amount of guidance and control necessary. The teacher can discipline by leaving things alone, ending action indirectly, attending more fully, spelling out directions, and tracking student progress. (DF)