Transcript Cooperative Discipline

Cooperative Discipline
A Practical and Positive Approach to Classroom
Management
Shauna F. King, National Trainer
Prince George’s County Public Schools
Office of Student Affairs/Safe & Drug-Free
Schools
PBIS Returning Team Training
June 23, 2010
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.
The Cooperative Discipline
Approach
Three Theories:
1. Students need to belong.
(Encouragement Strategies-Capable, Connect, Contribute)
2. Students misbehave for a purpose.
(Intervention Strategies- 4 Goals of Misbehavior)
3. Students need to have a voice in decisions that
affect them.
(Collaboration Strategies- Hands Joined Decision Making)
Cooperative Discipline Answers
Three Questions
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What do I do when kids act up? (Corrective)
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What can I do so they won’t continuing
misbehaving? (Supportive)
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How can I encourage the “good kids” to continue
behaving appropriately (Preventive)
The Four Goals of Misbehavior
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Attention “Look at Me”
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Power “Let’s Fight/You Can’t Make Me”
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Revenge “I’ll Get Even”
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Avoidance of Failure “Leave Me Alone”
Identifying the Goal
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How do I feel?
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What do I usually do?
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As a result, what does the student do?
Attention Seeking Behavior
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I feel irritated and
annoyed
My impulse to
respond is to nag,
remind, correct or
rescue.
When I do respond,
the misbehavior
stops, at least
temporarily.
Interventions for Attention
Seeking Behavior
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Give the Eye
Target-Stop-Do
Grandma’s Law
Stand Close By
Name Dropping
Proximity
Praise/Compliance
Praise
Talk To The Wall
Preventing Attention Seeking
Behavior
 Give
lots of Positive Attention for
Appropriate Behavior
 Teach students how to ask for
attention
 Allow for “student spotlight”
Power Seeking Behavior
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I feel angry or
frustrated.
My impulse to
respond is to fight
back or give in.
When I do respond,
the misbehavior
continues until it
stops on the student’s
own terms.
Revenge Seeking Behavior
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My pressure gauge is
boiling. I feel hurt,
anger or dislike.
My impulse to strike
back or withdraw
emotionally.
When I do respond,
the misbehavior
intensifies until it
stops on the student’s
own terms.
Interventions for Power and
Revenge Behavior
Graceful Exits-Fogging
Techniques
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Acknowledge Student
Power
Agree With the student
Deliver a Closing
Statement
State Both Viewpoints
Call the Student’s Bluff
Table The Matter
Preventing Power and
Revenge Behavior
 Grant
legitimate power
 Avoid and defuse confrontations
 Build Caring Relationships
 Teach strategies to deal with
aggressive feelings and hostility
 Control Self
Thought To Ponder
People who fly
into a rage
always make a
bad landing.
Avoidance of Failure Behavior
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I feel frustrated or
professional concern.
My impulse to
respond is to give up
or seek help.
When I do respond,
there is no change in
behavior and work
continues to be
avoided.
Interventions for Avoidance of
Failure Behavior
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Make Mistakes Okay
Model learning from
mistakes
Break tasks in to
component parts
Teach positive selftalk
Preventing Avoidance of
Failure Behavior
 Erase
the rule of the red pen.
 Decrease competition
 Keep expectations reasonable.
 Use Encouragement
Strategies(Capable, Connected,
Contributing)
Avoidance of Failure
I may not be
totally
perfect,
but parts of
me are
excellent.
Intervention and Prevention
Strategies
Attention
Power
Target-Stop Acknowledge
their power
Do
Revenge
Avoidance
of Failure
Graceful
Exits
Decrease
competition
Give the
eye
Table the
matter
Consequences
Chart
Modify
instructional
methods
Acknowledge
appropriate
behavior
Grant
legitimate
power
Build caring
relationships
Make
Mistakes
Okay
Guidelines for Intervention
 Focus
on the behavior, not the
student.
 Take charge of negative emotions
 Avoid escalating the situation.
 Discuss misbehavior later.
 Allow students to save face.
Influencing Student Choices
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Positive teacher
behavioral
expectations
Hands-joined style of
classroom
management.
Individualized
responses to
misbehavior
Encouragement for
all
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Clear behavior
standards
Collaborative
conflict resolution.
Involvement of
students in discipline
process.
Involvement of
parents as partners.
3 C’s of Self Esteem
Students need to feel Capable
Students need to feel Connected
Students need to feel that they can Contribute
Point to Ponder
Kids don’t
care what you
know until
they know
that you care.
More Information on
Cooperative Discipline
On Site Training Available
Pearson Education Services
Shauna F. King
National Cooperative Discipline
Facilitator
301-749-4379
[email protected]