Transcript Document 7543774

Linda Albert’s
Cooperative Discipline
Presented by
Eyeam Astudent
Educ. 506, Summer 1, 2006
Research Presentation
May 25, 2006
Introduction




Students need to choose to cooperate with
their teacher and other students
Adversarial roles unfortunately exist
Cooperation is made likely when students
truly feel they belong to and in the class
Albert shows how to remedy this problem
through the “Three C’s” and Parental Support
Focus of Albert’s Work

Cooperative approach to help students





Connect with others
Contribute
Feel capable
Class code of conduct that fosters optimal
climate for learning & teaching
Student-parent partnership in sustaining a
quality learning environment
(Charles, 2002, p. 67)
Overview



Albert says the goal of classroom discipline is
helping students learn to choose responsible
behavior.
Developing positive relationships inside and outside
the classroom is essential here.
“Mistaken Goals” or misbehavior may be seen as a
way to belong and be accepted; but, we all need to
help students learn a better way to attain their selfesteem and educational goals.
Analysis: Plethora of Strategies

Three C’s of Cooperative Discipline




Capability
Helping Students Connect
Helping Students Contribute
Classroom Code of Conduct



Envision the ideal
Ask students for their vision of how they would like the
room to be
Ask for parents’ input
(Charles, 2002, p. 72-76)
Analysis (continued)

Teaching the Code of Conduct




Identify appropriate and inappropriate behaviors
Clarify appropriate and inappropriate behaviors
Involve parents
Enforcing the Code of Conduct



Check for Understanding
Problem-solve when disagreements occur
Post the code of conduct
(Charles, 2002, p. 76-77)
Analysis (continued)



Reinforcing the Code of Conduct: Review,
model, and encourage on routine basis
Involving Students and Parents as Partners:
Teach fundamental concepts and involve
Avoiding and Defusing Confrontations: Focus
on behaviors (NOT student), take charge, &
avoid escalating through your language, style,
or actions.
(Charles, 2002, p. 78-79)
Analysis (continued)


Dealing with More Severe Confrontations:
Acknowledge the student’s power and put time and
location distance between all people involved.
Implementing Consequences: Albert’s “Six-D
Conflict Resolution Plan”
1.
2.
3.
4.
5.
6.
Define the problem objectively
Declare the need
Describe the feelings
Discuss possible solutions
Decide on a plan
Determine the plan’s effectiveness
(Charles, 2002, p. 80-81)
Usefulness to Classroom Teacher



Use Cooperative Discipline as a way of helping
students achieve their ultimate goal of belonging
in the class.
“Belonging” reduces their amount of
misbehavior and increases cooperation which
helps ALL students --- and you the teacher!
Stress teaching proper behavior rather than
punishing transgressions.
For More Information (in print)
Albert, L. 1996a. A teacher’s guide to cooperative
discipline. Circle Pines, MN: American Guidance
Service.
Albert, L. 1992. An administrator’s guide to
cooperative discipline. Circle Pines, MN:
American Guidance Service.
_____, 1994. Responsible kids in school and at home:
The cooperative discipline way (Videotape series).
Circle Pines, MN: American Guidance Service.
Hyperlinked Internet Information

Linda Albert: Cooperative Discipline
Facilitator’s link
http://www.agsnet.com/staffdev/cd_national_trainers.asp

James Madison University site: A bibliography
of classroom discipline and management.
http://falcon.jmu.edu/~ramseyil/disciplinebib.htm
References
Charles, C.M. (2002).Linda Albert’s Cooperative
Discipline. In C.M. Charles (Ed.), Building
classroom discipline (7th ed.) (pp. 67-84).
Boston: Allyn & Bacon.