The purpose of this research was to determine the nature of, and possible strategies to eliminate classroom discipline problems in middle and secondary schools. Characteristics which were common to all classrooms with discipline problems were examined both from educational literature and select school discipline reports. Patterns of inappropriate behavior, truancy and acts of classroom vandalism were determined. The study also identified numerous classroom situations that either fostered discipline problems, or exacerbated the existing ones. The pervasive benefits of smaller classes was found not only in primary students, but also in middle school (6th and 7th grades) students as well. The positive influence of smaller classrooms on primary and middle school teachers and administrators was noted
