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Cooperative Discipline: Consequences vs. Punishments - What's the Difference in the Classroom?


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Dr. Linda Albert's Cooperative Discipline program (offered as a graduate course face2face and online by Regional Training Center in partnership with The College of NJ and Gratz (PA) College) suggests using appropriate consequences rather than punishment when dealing with Power and Revenge Seeking behavior.

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Cooperative Discipline: Consequences vs. Punishments - What's the Difference in the Classroom?

  1. 1. The Regional Training CenterRandolph, NJwww.theRTC.netCourse Designers: Linda Albert PhDPatricia Kyle PhDJames Gilbert MSPowerPoint Designer: James Gilbert MS
  2. 2.  Attention: Look at me! Power: Let’s fight! Revenge: I’ll get even! Avoidance of failure: Leave me alone!•
  3. 3.  Belief system: How do I feel? What do I do? What does thestudent do I’m the boss! Angry Confront, give in Confrontive, Passiveaggressive, Stops onown terms
  4. 4.  Belief system: How do I feel? What do I do? What does thestudent do as aresult? I’ll get even! Angry, hurtdevastated, fight orflight! Retaliate Does somethingmore, stops on ownterms
  5. 5. How do you keep theclassroom volcanofrom erupting? Rumbling StageGraceful exits Eruption StageTime out Resolution StageApply consequences47
  6. 6. Use a Graceful Exit! Don’t pick up therope: remainunimpressed Acknowledge thestudent’s power Remove the audience Table the matter andmake a date to talkabout it Take a “teacher time-out” Use a foggingtechnique Agree with the student State both viewpoints Use humor (Aikido) Refuse responsibility Dodge irrelevant issues Use an exit statement Call their bluff
  7. 7.  Decide onplacement Use language ofchoice:Desired behavior+Placement+“You decide” Call the “who squad”if needed Require a reentry plan
  8. 8. Use Time-Out In classroom In anotherclassroom In a special room In the office In the home
  9. 9. Desired behavior+Time-out placement+You decide/It’s your choice63
  10. 10. Whoya gonna call?TheWHO SQUAD**Or security64
  11. 11. Set the consequences: Loss or delay of activity Loss or delay of using objects or equipment Loss or delay of access to school areas Denied interactions with other students Required interactions with school personnel Required interactions with parents Required interactions with police Restitution: Repair, replace, restore
  12. 12.  Related Reasonable Respectfullydelivered Reliably enforcedSome other R’s to think about:repair, replace and restore
  13. 13. ArbitraryInequitablePunitivePunishments are likelyto provoke:› Resentment› Revenge› Retreat› Rebellion› Reduced self-esteem
  14. 14.  Teach students to deal with theiremotions Form relationships with students that arehard to like Grant legitimate power Avoid and diffuse confrontations
  15. 15.  Follow the 4-R Rule: Related Reasonable Respectful Reliably Enforced Choose the Category Identify the SpecificConsequence Plan the Implementation Who? When? Where? How? How long? 70
  16. 16.  There is no perfect consequence The piper will be paid; the form ofpayment may be different Fairness ≠ sameness71
  17. 17.  Using illogical consequences Focusing on consequences rather thansolutions Focusing on the past rather than the future Having a "youll pay for this” attitude Having a "now I gotcha" attitude Considering consequences as a totalapproach to solving a discipline problem Not involving students in discussions/conferences concerning consequences Believing the consequence only falls on thestudent.72
  18. 18. Children learn responsibility when theyare given three things: Participation Choice Consequences73
  19. 19. Every studenthas the potentialfor choosing appropriate behavior,and for becoming a responsible citizenof the school community,regardless of background or current levelof functioning85