AbstractAngry, alienated, and affluent high school students are no longer either motivated or contained by the more traditional “care, custody, control, conformity” curriculum. These adolescents respond positively to a humanistic relevant, and realistic educational philosophy which stresses the worth and dignity of students, an appreciation of individual differences, and a recognition of their inherent rights regarding self‐determination and freedom of choice. A nine‐step discipline process, which can become a profound learning experience for potentially disruptive students, provides numerous opportunities to become more responsible and to adopt more productive behavior for those who move through the