In this article, the author iterates how over the years he had sensed that student misbehavior was on the rise: rudeness, lateness, loudness, distractedness, and the myriad small sins that irritate teachers. It was not as if these young louts were protesting a war or engaging in civil disobedience; they were just plain rude. But, although the author has concluded that the decline in civility is due in part to factors beyond the professor's control, he believes professors can do something besides complain. They can learn from colleagues who have developed styles of lecturing and interacting with students that help suppress misbehavior. Furthermore, the author points out, student unruliness is often in the eye of the beholder. Realizing students have power in the classroom is a cognitive leap for many professors. The best teachers know how to read a room as well as recite a lecture; they shift gears when they see they have lost their students' attention. Every professor probably has some similar pedagogical handicap. By admitting that the problems exist and dealing with them, teachers demonstrate not professional failure or surrender to the students, but pure pragmatism. In this article, the author offers several strategies professors can use to address misbehavior in their classrooms. He asserts that professors not only need to win over students' hearts, but also their minds. To do so, they should offer students practical reasons for being civil, and as professors, prove to students that they care; show fairness by giving their reasons; and employ humor to help with discipline.