STUDENTS WHO ARE DISCIPLINE PROBLEMS GENERALLY HAVE NO STAKE IN THE CURRICULAR OR EXTRACURRICULAR ACTIVITIES OF THE SCHOOL. THEY HAVE POOR GRADES AND DO NOT PARTICIPATE IN STUDENT GOVERNMENT, ATHLETICS, AND OTHER STUDENT PROGRAMS. THESE STUDENTS BEHAVE AS THOUGH THEY HAVE TWO OPTIONS: DROPPING OUT OF SCHOOL, OR COMING TO SCHOOL AND MAKING TROUBLE. BECAUSE DROPPING OUT GENERALLY IS NOT A VIABLE ALTERNATIVE, THESE STUDENTS CHOOSE TO COME TO SCHOOL AND TO DO WHATEVER FEELS GOOD ONCE THEY ARRIVE. THEY HAVE NO STAKE IN SCHOOL, ONLY IN THEMSELVES, AND THE RULES MEAN NOTHING TO THEM. UNLESS THEY GAIN A STAKE IN THEIR SCHOOL, THEY WILL SETTLE FOR THE SPORADIC PLEASURE THEIR TROUBLEMAKING GIVES THEM AND WILL BECOME RELATIVELY IMMUNE TO ANY OF THE PAINFUL CONSEQUENCES THE SCHOOL MAY DEVISE. STUDENTS NEED TO FEEL THAT THEY ARE CARED FOR AND THAT THEY WILL NOT FAIL. THE FOUNDATION OF A PROGRAM DEVELOPED BY A PSYCHIATRIST TO HELP EDUCATORS SOLVE DISCIPLINE PROBLEMS IN THE DAILY CLASS MEETING, DURING WHICH THE TEACHER TALKS WITH THE CLASS IN AN INTERESTING, INTELLECTUALLY ENJOYABLE WAY. DONE REGULARLY AND WELL, THIS PROCEDURE MAKES MOST STUDENTS FEEL THAT THEY ARE AT LEAST A PART OF THEIR CLASS. A SECOND PART OF THE PROGRAM IS AN EFFORT TO ELIMINATE FAILURE BY TEACHING PROBLEM STUDENTS TO READ. EMPHASIS IS PLACED ON GIVING THE STUDENTS MORE INTERESTING MATERIALS TO READ, AND ON RECOGNIZIANG THAT PEOPLE LEARN TO READ AT DIFFERENT RATES AND NEED TO BE GIVEN CREDIT FOR WHAT THEY ACCOMPLISH. A REALITY THERAPY APPROACH IS USED TO DEAL WITH THE REMAINING DISCIPLINARY PROBLEMS. STUDENTS ARE ASKED TO EVALUATE THEIR BEHAVIOR AND TO TAKE THE RESPONSIBILITY FOR PLANNING BETTER BEHAVIOR. FOR STUDENTS WHO DO NOT ACCEPT THIS RESPONSIBILITY, THE CONSEQUENCES ARE LOSS OF PRIVILEGES AND LOSS OF FREEDOM (INSCHOOL SUSPENSION). SCHOOLS SHOULD ALSO URGE PARENTS TO KEEP THEIR CHILDREN FROM WATCHING TOO MUCH TELEVISION. (LKM)