Robinson’s study is a helpful modern-day primer on the questions asked by each new generation of K-12 educators: What factors should be considered in constructing and maintaining an ideal classroom organization? What constitutes effective disciplinary measures? How can educators help students not only want to learn but to develop a sense of autonomy and personal responsibility? As Robinson addresses these questions, she calls upon such educational theorists as B. F. Skinner, Haim Ginott, and Lee and Marlene Canter to inform her answers. Regarding the topic of discipline, Robinson provides bullet points and discussion of key ideas from these professionals, including behavior modification, congruent communication, and assertive discipline. Given the unfortunate and steady increase in school-related mass shootings in the United States—in addition to suicide among even our youngest students—Robinson devotes a chapter to the topic of “Bullies and Troubled Kids,” in which she delineates the characteristics of both the bully and the bullied and provides a plan to help educators navigate these sometimes murky but always dangerous waters.

Although the book’s readability is often marred by excessive typos and sections of text successively repeated verbatim, the author’s work is a worthy study for both new educators and seasoned classroom teachers. Throughout the book, Robinson poses a wealth of questions for educators to self-reflect upon their practices. She also compiles a useful list of scenarios involving inappropriate student behaviors and ways teachers might address the specific infraction of classroom protocol. Much information is packed within these 151 pages, and the second half of the book contains helpful interactive checklists and inventories keyed to the concepts covered in specific chapters. These tools have been carefully designed to help teachers cultivate best practices as they plan their upcoming school year.

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