This document discusses student discipline and cooperative discipline strategies. It begins by explaining that student misbehavior is usually due to one of four goals: seeking attention, seeking power, seeking revenge, or avoiding failure. The document then provides specific strategies teachers can use to address each type of misbehavior, such as giving praise to other students, agreeing with power-seeking students, building relationships with revenge-seeking students, and modifying assignments for students avoiding failure. It stresses the importance of teachers dealing with misbehavior immediately, encouraging students by making them feel capable, connected, and able to contribute. The overall message is that student discipline depends on the teacher's reactions and that a caring approach can help control misbehavior.

1. Name – Reshav Mahajan
Sub. Business Communication
Topic – Student Discipline
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DISCIPLINE
Is Not A Dirty Word! Or Is It?

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Identify Student’s Behaviour
Usually kids misbehave because they want something
The first step of Cooperative Discipline is to find out exactly what the
student wants
Usually the student had one of four goals:
1). Attention
2). Power
3). Revenge
4). Avoidance of Failure

4. Attention:
 Some students choose
misbehavior to get extra
attention.
 They distract teachers and
classmates to gain an audience
and special recognition.
 Typical behaviors include
making noises, using foul
language, and creating
unnecessary interruptions during
class time.

5. Power:
 Some students want to be
the
 These students aren’t
likely to comply with
classroom rules or teacher
requests. They will
challenge and argue with
teachers until they think
they’ve had the "last
word."

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Some students want to lash out at their
teachers or classmates to get even for
real or imagined hurts.
May sometimes threaten physical harm
or get indirect physical revenge by
breaking, damaging, or stealing. They
also may try to manipulate you into
feeling hurt or guilty.
Revenge

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To compensate, they
behave in ways that
make them appear
inadequate, by
procrastinating, not
completing their work,
or pretending to have a
disability.
Some students feel inadequate
because they believe they can’t
live up to expectations.
Avoidance of Failure:

8. Teacher plays a vital role in Discipline…It
Depends on teacher’s reactions to an indisciplinery
action weather the discipline would be controlled
or not …
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Discipline on Teacher’s Path:

9. Deal With the Misbehavior Immediately
 Does every misbehavior really have one of these
four goals? Of course not; yet these four goals can
help you classify the misbehaviors more than 90
percent of the time.
 After you have categorized the misbehavior,
you’ll want to choose specific interventions for
dealing with that type of behavior. Give these
strategies a try:
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10. Attention:
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Give "the
eye" so the
student
knows you
mean
business.
Stand close to
the student
and continue
your lesson.
Distract the student by asking a
direct question or using the
student’s name while continuing
your lesson.
Give specific praise to a nearby student who’s on task.

11. Power:
 Avoid direct confrontation by agreeing with the student or
changing the subject.
 Acknowledge the student’s power and state your actions:
"You’re right, I can’t make you finish the math problems,
but I’ll be collecting the assignment at the end of the
class."
 Change the activity, do something unexpected, or initiate
another class discussion on a topic of interest.
 Use time-out by giving a choice: "You may sit quietly,
keep your hands and feet to yourself, and complete the
assignment, or you may go to time-out in Mr. Weber’s
room. You decide."
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12. Revenge:
 Revoke a privilege, such as not
allowing the student to use play
equipment.
 Build a caring relationship by using
affirmation statements that give the
message: "You’re okay, but your
choice of behavior is not."
 Require the return, repair, or
replacement of damaged objects.
 Involve school personnel or parents if
necessary.
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13. Avoidance of Failure:
 Acknowledge the difficulty of the assigned task, but remind the student of
past successes he had doing similar tasks.
 Modify instruction, and materials.
 Teach the student to say "I can" instead of "I can’t" by recognizing
achievements.
 Provide peer tutors or ask the student to help someone else, perhaps a
younger student, to help build self-confidence.
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14. Provide some encouragement
 Encouragement techniques are
neither time-consuming nor
difficult to learn. Commit to
using them daily and your
students will feel like valuable
members of the classroom.
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15. Capable: Students need to feel capable of completing their work in a satisfactory
manner. How?
 Create an environment where it’s okay to make mistakes.
 Build confidence by focusing on improvement and on past successes.
 Make your learning objectives reachable for all students.
 Use those Anecdotal Notes positively while being UBER conscious of the
Pygmalion Theory!
Connect: Students need to believe they can develop positive relationships with
teachers and classmates. How?
 Be accepting of all students, regardless of past misbehavior.
 Give attention by listening and showing interest in their activities outside of class.
 Show appreciation by praise or written notes.
 Use affirmation statements that are specific and enthusiastic about a student’s good
behavior or abilities.
 Build affectionate relationships with simple acts of kindness.
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16. Contribute: Students need to
contribute to the welfare of
the class so they feel like they
make a difference. How?
 Involve them in maintaining the
learning environment by
holding class meetings.
 Ask for suggestions when
decisions need to be made.
 Use cooperative learning groups
frequently.
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17. "We can't teach the
students we used to have.
Or those we wish we had.
We must teach the
students we do have."
- Linda Albert
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18. An Experienced, Retired Teacher
Advice of a teacher in 1990:
“If you smile at that student, you may
be the only person who smiled at
them all day, perhaps all week!
Treat them as good as you’d like to
be treated. Put them first . . .”
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19. Any queries …???
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