Because they felt that students can be responsible for their own behavior, the staff of Jefferson Elementary School, serving 300 students in grades 1 through 4 in a small rural community, developed a program which promoted self-management. In September 1979, teachers participated in an assertive discipline workshop. A Positive Action Plan evolved, designed to foster consistency in classroom and cafeteria and on the school grounds. A formal written program was shared with parents the following September and then went into effect. Teachers provided positive information to parents at least every other week. Children were given immediate rewards for positive behavior; teachers wrote them "love notes," took them on short walking field trips, or gave them small prizes. Monthly assemblies rewarded those who had behaved appropriately. Students who demonstrated appropriate behavior most of the time could apply to become self-managers. If they answered "almost always" to a checklist of 26 items and their teachers agreed, with 2 other staff members supplying supportive signatures, certificates and gold self-manager buttons were awarded. Consequences for improper behavior were consistent but flexible. The plan, which improved relationships of students, parents, staff, and townspeople, was evaluated and rewritten after a year. The rewritten plan and a self-manager application are appended. (CM)