Linda Alberts Cooperative Discipline Presented by Eyeam Astudent

Linda Albert’s Cooperative Discipline Presented by Eyeam Astudent Educ. 506, Summer 1, 2006 Research Presentation May 25, 2006

Introduction o o 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 o Cooperative approach to help students n n n o o 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 o o o 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 o Three C’s of Cooperative Discipline n n n o Capability Helping Students Connect Helping Students Contribute Classroom Code of Conduct n n n 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) o Teaching the Code of Conduct n n n o Identify appropriate and inappropriate behaviors Clarify appropriate and inappropriate behaviors Involve parents Enforcing the Code of Conduct n n n Check for Understanding Problem-solve when disagreements occur Post the code of conduct (Charles, 2002, p. 76 -77)

Analysis (continued) o o o 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) o o 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 o o o 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. 1996 a. 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 o Linda Albert: Cooperative Discipline Facilitator’s link http: //www. agsnet. com/staffdev/cd_national_trainers. asp o 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 (7 th ed. ) (pp. 67 -84). Boston: Allyn & Bacon.