Cooperative Discipline• A 3 Credit Graduate Course for Teachers

• Available in Multiple Convenient Locations

in NJ, PA & MD

• And Online

From

www.theRTC.net

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

The CooperativeDiscipline Approach

GoalTo develop safe and caring classrooms andcreate solutions to classroom disruptions andschool violence

Learning ObjectiveTo identify and teach strategies teacherscan use to influence students to chooseresponsible behavior

Theory:

The Need to Belong

The 4 Goalsof Misbehavior

The Hands-Joined (Lead)Management Style

Cooperative DisciplineEncouragement

Strategies

Cooperative DisciplineIntervention Strategies

Cooperative DisciplineCollaboration Strategies

Practice:

CapableConnect

Contribute

AttentionPower

RevengeAvoidance-of-Failure

Action Plan ProcessCode of Conduct

Conflict Resolution Process

Research-BasedSchool Success Factors

Create a positive classroom environment

1

Foster high-quality teacher-student relationships

2

Improve learner self-concept

3

Build student self-esteem through encouragement

4

Improve student decision-making skills5

Develop student efficacy, responsibility, and self-control

6

Foster positive teacher attitudes, perceptions, and expectations

7

Promote positive parental involvement8

Encourage a democratic (hands-joined) style of administration, teaching,and parenting

9

Students Choose Their Behavior

The Four Goals of Misbehavior

• Attention

• Power

• Avoidance-of-Failure

• Revenge

Identifying the Goal

How do I feel?

What do I usually do?

As a result, what does the student do?

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

Positive teacher behavioral expectations

1

Hands-joined style of classroom management

2

Individualized responses to misbehavior

3

Encouragement for all4

Clear behavior standards

5

Collaborative conflict resolution6

Involvement of students in discipline process

7

Involvement of parents as partners8

Influencing Student Choices

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…

Framework for Cooperation

Administrator Teacher

SpecialistStudent

Parent

Cooperative Discipline’s Democratic Premise

Every Student

has the potential

for choosing appropriate behaviorand for becoming a more responsible citizen of the school communityregardless of background, past performance, or current level of functioning.

Winning Cooperation“People whose lives are affectedby a decision need to be a partof the decision-making process…”

“…if you want them to cooperate.”

John Naisbitt Megatrends

Linda Albert Cooperative Discipline

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

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

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?

A+ RelationshipsAcceptance Attention AppreciationAffirmation Affection

(What teacher is

saying)

You’re Okay.

(What student is hearing)

I’m Okay. I am important.

Thank you for…

My efforts arenoticed.

I am worthwhile.

I like you.

Somebody caresabout me.

I see you.I know something

wonderful about you.

The Blame Game

The “blame game” has no winners.

Cooperative Discipline

For More InformationGo to

www.theRTC.net or call 800-433-4740