This book presents an alternative way of thinking about school discipline policy. It advocates the establishment of a school environment that supports good student behavior and provides an organizational look at how to build good school discipline, based on actual experiences. Punitive approaches, whether based on rewards or punishment, simply employ techniques to control student behavior. They produce little self-discipline and only short-term compliance. Discipline must, therefore, be viewed as part of the larger learning system whose goal is to strive for long-term learning that produces mental and moral involvement. Important elements of a supportive school climate include positive parent-teacher expectations of students, respect for students, and good communication. Chapter 1 discusses the impact of teacher and administrator perceptions on how students learn to be self-disciplined. Chapter 2 examines various approaches to discipline from a schoolwide perspective, particularly the approach used by one high school in developing its discipline-management program. Varieties of inschool suspension programs are also described. The third chapter discusses various in-class strategies for good student discipline and the powerful influence of teacher perceptions on how students learn to behave. Practical considerations for building and training successful problem-solving teams are offered in the fourth chapter. Chapter 5 discusses the limitations of traditional discipline strategies for at-risk students. Chapter 6 presents a cost-benefit analysis of corporal punishment and suggests alternatives to that approach. The final chapter reflects on some of the contradictions in considering school discipline. Sample letters, worksheets, problem-solving forms, 12 figures, and 8 tables are included. An annotated bibliography contains 15 references. (LMI)