Examines how first-level supervisors identify and manage marginal employees. Suggests that the appropriate use of sanctions may be perceived by employees as legitimate and may be conducive to the development of productive group norms. (Author/IRT)

A teacher describes how he took control of a notoriously "tough" fifth and sixth grade class by opening lines of communication; establishing rules; designating responsibilities; emphasizing pride, self-control, and teamwork; and building confidence. (Author/SJL)

The author outlines the theories Paul H. Hirst presents in "Knowledge and the Curriculum" and analyzes three other works as responses to Hirst: "Toward a Compulsory Curriculum" by J. P. White; "Common Sense and the Curriculum" by Robin Barrow; and "Philosophical Foundations for the Curriculum" by Allen…

Suggests that educators look to the work of John Dewey to explore how to communicate ethical principles, build a strong curriculum, and regain respect for education. (JM)

Lists, in alphabetical order, 26 techniques and interpersonal strategies that a teacher can use to prevent, reduce, and eliminate classroom discipline problems. (Author/SJL)

Asserts that parents and teachers need to show both love and discipline toward children but should not confuse or misplace the two. (IRT)

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

The Richland Northeast High School in Columbia, South Carolina, finds an after-school detention program and a student supreme court to be successful in handling discipline problems. (JM)

Not overreacting to disruptive behavior can be an effective way of maintaining classroom discipline. (JD)

The article discusses the current status of Chicano oral history as a field of scholarly investigation, comments upon some research opportunities, and provides information regarding Chicano holdings of various oral history programs in the United States. (Author)

Parents frequently blame the school when their child does not succeed, because they believe that everyone has a vested "right" to an education and that student failure is automatically teacher failure. Educators must work to refute these myths. (SJL)

Suggests lecturing on subject matter as a still legitimate and viable means of teaching. (MKM)

Substitute teachers are professional educators, not merely shadows of regular classroom teachers. Here are some suggestions that not only encourage creative teaching but also make the job and the students easier to handle. (Author)

Pupil teacher confrontation can often be most effectively handled if the teacher avoids a power struggle; initially makes use of a tension breaking comment followed by speaking to the student privately; and possibly, if necessary, sends the child to a third party away from the classroom setting. (DB)