THE PRECIPITATING BASIS FOR MOST DISRUPTIVE BEHAVIOR IN THE CLASSROOM IS A STATE OF DISTRESS MANIFESTED IN THE CHILD RESULTING FROM CONDITIONS PREVAILING IN THE HOME, SCHOOL, OR BOTH. THE FOLLOWING ASPECTS OF SCHOOL-RELATED DISCIPLINE PROBLEMS ARE CONSIDERED SYSTEMATICALLY: THE DISRUPTIVE CHILD, THE DISRUPTIVE CLASSROOM, THE EMOTIONALLY DISRUPTED CHILD, THE DISRUPTED TEACHER, GENERAL MANAGEMENT TECHNIQUES, AND WHEN THE TEACHER SHOULD CALL FOR HELP. BACKGROUND INFORMATION IS PROVIDED FOR EACH TOPIC, ALONG WITH INDIVIDUAL SETS OF OBJECTIVES RELATING TO THE ROLE OF THE TEACHER IN MANAGING DISRUPTIVE BEHAVIOR AND RECOMMENDED TECHNIQUES FOR THE MANAGEMENT OF DISRUPTIVE CLASSROOM BEHAVIOR. A BRIEF INTRODUCTION TO THE NATURE OF DISRUPTIVE BEHAVIOR AND RESEARCH FINDINGS RELATING TO DISRUPTIVE BEHAVIOR ALSO ARE PROVIDED, AS ARE PLANNING CHARTS AND REFERENCES. (KBL)