According to non-Indian educators, American Indian children in public schools often pose discipline problems that cannot be handled with traditional non-Indian methods such as spanking, scolding, yelling, or isolation. The elements of Indian discipline (shaming, ridicule, threats of punishment by supernatural figures, storytelling, community pressure) are usually absent in the non-Indian classroom. Other cultural differences that may cause educational problems are the Indian emphasis on the group, concepts of time and personal freedom, and attitudes towards family and age. Because Indian and non-Indian frames of reference, life experiences, and value systems differ vastly, the Indian child may react to a non-Indian school setting with seemingly negative behaviors such as silence, tiredness, high levels of activity, irritability, and inattentiveness. Educators must realize that such behaviors indicate that the child's needs are not being met. Educators must become more knowledgeable and accepting of Indian cultures; community members must provide the children with traditional guidance and become actively involved in education; parents must supply solid values and behavior guidelines; and children must be responsible for themselves. Together, educators, families, community and tribal members, and the children themselves share the responsibility for lessening negative classroom behavior. (SB)