This book provides classroom teachers with a variety of discipline models, techniques, methods, and constructs designed to enable them to move beyond a singular approach in handling classroom behavior problems. The book first discusses the Teacher Behavior Continuum (TBC) which shows the teacher the context of his or her own general behavior with disruptive children, and then uses the TBC as a construct for viewing three major schools of psychological thought on managing students (the Non-Interventionists, the Interventionists, and the Interactionalists). The most popular authors of each major school are discussed and their specific model strategies are explained. Subsequently, the stages of a child's social development is explained in terms of assessment criteria used to determine appropriate strategies for individual children, and a school process of "staffing" is suggested to demonstrate how a school team might "mainstream" difficult students. Finally, the strengths and limitations of each model are pointed out, and suggestions for educational change are outlined. An inventory designed to help teachers assess their own beliefs on classroom discipline is included in Appendix A, and three case-studies describing how teachers of different beliefs made beginning choices and developed their own eclectic pathway of dealing with misbehaving students are presented in Appendix B. A brief discussion of moral reasoning from 7 years to adulthood is included in Appendix C. (MP)