Cooperative Discipline from the Regional Training Center

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A kinder gentler approach to classroom management, Cooperative Discipline is designed by Dr. Linda Albert, and based on the works of Dr. Alfred Adler and Dr. Rudolf Dreikurs.

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Cooperative Discipline from the Regional Training Center

  1. 1. Cooperative Discipline • A 3 Credit Graduate Course for Teachers • Available in Multiple Convenient Locations in NJ, PA & MD • And Online From www.theRTC.net
  2. 2. Cooperative Discipline Answers Three Questions What do I do when kids act up? (Corrective)1 What can I do so they won’t continue misbehaving? (Supportive) 2 How can I encourage the “good kids” to continue behaving appropriately? (Preventive) 3
  3. 3. The Cooperative Discipline Approach Goal To develop safe and caring classrooms and create solutions to classroom disruptions and school violence Learning Objective To identify and teach strategies teachers can use to influence students to choose responsible behavior Theory: The Need to Belong The 4 Goals of Misbehavior The Hands-Joined (Lead) Management Style Cooperative Discipline Encouragement Strategies Cooperative Discipline Intervention Strategies Cooperative Discipline Collaboration Strategies Practice: Capable Connect Contribute Attention Power Revenge Avoidance-of-Failure Action Plan Process Code of Conduct Conflict Resolution Process
  4. 4. Research-Based School Success Factors Create a positive classroom environment1 Foster high-quality teacher- student relationships2 Improve learner self-concept3 Build student self-esteem through encouragement4 Improve student decision- making skills5 Develop student efficacy, responsibility, and self-control6 Foster positive teacher attitudes, perceptions, and expectations 7 Promote positive parental involvement8 Encourage a democratic (hands-joined) style of administration, teaching, and parenting 9
  5. 5. Students Choose Their Behavior
  6. 6. The Four Goals of Misbehavior • Attention • Power • Avoidance-of-Failure• Revenge
  7. 7. Identifying the Goal How do I feel? What do I usually do? As a result, what does the student do?
  8. 8. Focus on the behavior, not the student.1 Take charge of negative emotions.2 Avoid escalating the situation.3 Discuss misbehavior later.4 Allow students to save face.5 Guidelines for Intervention
  9. 9. Positive teacher behavioral expectations1 Hands-joined style of classroom management2 Individualized responses to misbehavior3 Encouragement for all4 Clear behavior standards5 Collaborative conflict resolution6 Involvement of students in discipline process7 Involvement of parents as partners8 Influencing Student Choices
  10. 10. Life’s Basic Need Students need like plants need water… Without it students will shrivel up and drop out… First with their spirit and then with their feet…
  11. 11. Framework for Cooperation Administrator Teacher Specialist Student Parent
  12. 12. Cooperative Discipline’s Democratic Premise Every Student has the potential for choosing appropriate behavior and for becoming a more responsible citizen of the school community regardless of background, past performance, or current level of functioning.
  13. 13. Winning Cooperation “People whose lives are affected by a decision need to be a part of the decision-making process…” “…if you want them to cooperate.” John Naisbitt Megatrends Linda Albert Cooperative Discipline
  14. 14. Limits without freedom Power Teacher in charge No choices Commanding and demanding Demands obedience Little respect for students TEACHER-student: Climate tense and fearful Result: Defiance and hostility HANDS-CLENCHED Freedom without limits Powerlessness No one in charge Too many choices Wishing and hoping Invites irresponsibility Little respect for teachers Teacher-STUDENT: Climate unstable and chaotic Result: Confusion and chaos HANDS-OFF Freedom within limits Influence All in charge of own behavior Structured choices Inviting and encouraging Fosters responsibility Mutual respect TEACHER-STUDENT: Climate orderly and relaxed Result: Cooperation and collaboration HANDS-JOINED Classroom Management Styles
  15. 15. Implementing Time-Out/Chill Out Decide on placement Use language of choice: Desired behavior + Placement + “you decide” Call the who squad if needed Require a reentry plan
  16. 16. Guidelines for Effective Consequences Follow the 4-R Rule: Choose the Category: i.e Attention, Power, Revenge or Avoidance of Failure Identify the Specific Consequence Plan the Implementation Related Respectful Reasonable Reliably Enforced Who? Where? How Long? When? How?
  17. 17. A+ Relationships Acceptance Attention Appreciation Affirmation Affection (What teacher is saying) You’re Okay. (What student is hearing) I’m Okay. I am important. Thank you for… My efforts are noticed. I am worthwhile. I like you. Somebody cares about me. I see you. I know something wonderful about you.
  18. 18. The Blame Game The “blame game” has no winners.
  19. 19. Cooperative Discipline For More Information Go to www.theRTC.net or call 800-433- 4740

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