Cooperative Discipline

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Cooperative Discipline

• Allan Nichols
• Robbin Wells
• Heather Mallory

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Description of Model

• Linda Albert advocated group discussions, shared
  responsibility, recognition of consequences, and
  communication. Key element is the quality of
  teacher-student interaction.
• Involves three approaches
• Hands off
• Hands on
• Hands joined (Albert promotes this)
• Hands joined approach assumes a childs behavior
  is the product of internal and external forces.
  The teacher is to guide the student by offering
  choices, setting limits, and involving students
  in the process. Its intended to build
  self-esteem through encouragement and by building
  positive relationships.

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• Albert believes that students misbehave in order
  to achieve
• attention
• power
• revenge
• avoidance of failure

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Steps in Cooperative Discipline

• Identify the students behavior
• Deal with the misbehavior immediately
• Provide some encouragement
• Capable
• Connect
• Contribute
• Make partners along the way

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Strengths Weakness

• Stresses prevention
• Offers specific actions to resolve misbehavior
  (corrective)
• Provides teachers with a comprehensive framework
  of management responses (supportive)

• Prescriptive
• Doesnt allow for teacher innovation
• Conformed to an established framework
• Criticized as consequences model in guise of
  group guidance
• Labeled as repressive

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Case Study
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Identify the Problem- Avoidance of Failure
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Choosing the Goal of Misbehavior using Table 6.1

• Avoidance of Failure
• Active Characteristics
• Makes excuses, voices refusal
• Passive Characteristics
• Procrastinates, pretends to have a disability
• Origins of Behavior
• Societys emphasis on perfection and competition
• Principles of Prevention
• Build Self-Esteem
• Intervention Strategies
• Modify instructional methods, provide tutoring,
  teach self-talk, make learning concrete, etc.

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Using the Cooperative Discipline model for
Avoidance of Failure

• Strategies
• Modify instructional methods
• Provide tutoring
• Teach positive self-talk
• Make mistakes okay
• Build confidence
• Recognize achievement

• Techniques
• Use concrete learning materials
• Remediation programs, peer tutoring, learning
  centers
• Positive classroom signs and self-talk
• Talk about mistakes and equate with effort
• Focus on improvement, show faith, build on
  strength
• Give applause, use stickers, host
  awards/assemblies

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• O- Objectives
• Build Kathys self-esteem and prepare her
  academically for middle school
• S- Solution
• Focus on improvement, show faith, build on
  strength, and acknowledge difficulty
• I- Implement Plan
• Tutoring after school with Kathy to
• provide one-on-one instruction so she
• doesnt feel pressured by peers. Parent
• conference to discuss behaviors and
• academics. Big Sister mentor to help with
  her behavior.
• E- Evaluate Plan
• If no longer bullying and academically
  prepared for middle school

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Group Opinion

• Good model in theory but not for our particular
  case study because its too structured for many
  classroom management plans
• Suggests cooperation from parents- not always
  likely
• Good model for long-term measure for prevention
• May be used as a reference or starting point but
  may be difficult to use given the timeframe of
  our case study

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Class Discussion

• Would you implement the Cooperative Discipline
  model for this case study?
• If so, how??

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References

• Group Guidance Models (handout)
• Albert, Linda. Discipline Is it a Dirty Word?.
  Retrieved 21 September 2007. http//www.agsglobe.c
  om/staffdev/ch_dirty.asp.