Cooperative Discipline: A Proactive Approach Adapted from the Work of Linda Albert 2

The Cooperative Discipline Approach Give students what they need! STEPS: - Identify the goal of a misbehavior - Utilize specific intervention techniques now - Create positive interactions in the future PHILOSOPHICALLY… - Corrective - Supportive - Preventive

The Cooperative Discipline Approach Three Theories: 1. Students choose their behavior. 2. The ultimate goal of student behavior is to satisfy a basic need to belong (Capable, Connect, Contribute). 3. Students misbehave to achieve one of four immediate goals.

Students Choose their Behavior. Period. “Don’t take anything personally. Nothing others do is because of you. What others say and do is a projection of their own reality, their own dream. When you are immune to the opinions and actions of others, you won’t be the victim of endless suffering.” Miguel Ruiz Author of The Four Agreements

How Will We Belong? Parents recently separated Past failure Immature for age No breakfast Lost phone Computer died No school supplies Ditched by best friend Parent in jail Sick family member Did not make the basketball team Bullied on the bus Stayed in new place last night

The Four Goals of Misbehavior 1. Attention “Look at Me” 2. Power “Let’s Fight/You Can’t Make Me” 3. Revenge “I’ll Get Even” 4. Avoidance of Failure “Leave Me Alone”

Steps for Identifying Students’ Behavioral Goals: How do I feel (emotionally)? What do I usually do (my typical reaction/response)? As a result of my reaction/response, what does the student do?

Attention-Seeking Behavior 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 Give “The Eye” Use proximity Give written notice Use Grandma’s Law Lower your voice Name drop Sit down on the job Notice students doing the right thing Ask a favor Give choices 10

Preventing Attention-Seeking Behavior Give lots of positive attention for positive behavior Teach students how to get attention appropriately Allow for “student spotlight”

Power-Seeking Behavior 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. 12

Revenge-Seeking Behavior My pressure gauge is boiling. I feel hurt, anger, or dislike. My impulse to respond is to strike back or withdraw emotionally. When I do respond, the misbehavior intensifies until it stops on the student’s own terms. 13

Interventions for Power and Revenge Behavior Make a Graceful Exit Acknowledge student power Remove the audience Agree with the student Dodge irrelevant issues Deliver a closing statement State both viewpoints Call the student’s bluff Table the matter 14

Preventing Power and Revenge Behavior Grant legitimate power Avoid and defuse confrontations Control self Build caring relationships Teach strategies to deal with aggressive feelings and hostility

Avoidance-of-Failure Behavior I feel frustrated or professional concern. My impulse to respond is to give up or to seek help. When I do respond, there is no change in behavior and work continues to be avoided. 16

Interventions for Avoidance-of-Failure Behavior Make mistakes okay Model how to learn from mistakes Break tasks in to component parts Provide structured tasks with tight time frames, and check in often Teach positive self-talk 17

Preventing Avoidance of Failure Behavior Erase the rule of the red pen Decrease competition Keep expectations reasonable Use Encouragement Strategies (Capable, Connected, Contributing)

Intervention and Prevention Strategies Attention Power Revenge Avoidance of Failure Give “The Eye” Acknowledge student power Make a graceful exit Decrease competition Target- Stop- Do Table the matter Change your reaction/ take the spin off the ball Modify instructional methods Acknowledge appropriate behavior Grant legitimate power Build caring relationships Model how to learn from mistakes 19

Guidelines for Intervention Focus on the behavior, not the student Take charge of your negative emotions Avoid escalating the situation Discuss misbehavior later Allow students to save face I Am the Boss of Me.

Influencing Student Choices Positive teacher behavioral expectations Clear behavior standards Team-style of classroom management Individualized responses to misbehavior Encouragement for all Collaborative conflict resolution Involvement of students in discipline process Involvement of parents as partners