1. 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

2. 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.

3. 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)

4. Cooperative Discipline Answers Three Questions
What do I do when kids act up? (Corrective)
What can I do so they won’t continuing misbehaving? (Supportive)
How can I encourage the “good kids” to continue behaving appropriately (Preventive)

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

6. Identifying the Goal How do I feel? What do I usually do?
As a result, what does the student do?

7. 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.

8. Interventions for Attention Seeking Behavior
Give the Eye
Target-Stop-Do
Grandma’s Law
Stand Close By
Name Dropping
Proximity Praise/Compliance Praise
Talk To The Wall

9. Preventing Attention Seeking Behavior
Give lots of Positive Attention for Appropriate Behavior
Teach students how to ask for attention
Allow for “student spotlight”

10. 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.

11. Revenge Seeking Behavior
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.

12. Interventions for Power and Revenge Behavior
Graceful Exits-Fogging Techniques
Acknowledge Student Power
Agree With the student
Deliver a Closing Statement
State Both Viewpoints
Call the Student’s Bluff
Table The Matter

13. 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

14. Thought To Ponder People who fly into a rage always make a
bad landing.

15. Avoidance of Failure Behavior
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.

16. Interventions for Avoidance of Failure Behavior
Make Mistakes Okay
Model learning from mistakes
Break tasks in to component parts
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)

18. I may not be totally perfect, but parts of me are excellent.
Avoidance of Failure
I may not be totally perfect,
but parts of me are excellent.

19. Intervention and Prevention Strategies
Attention
Power
Revenge
Avoidance of Failure
Target-Stop Do
Acknowledge their power
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

20. 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.

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

22. 3 C’s of Self Esteem Students need to feel Capable
Students need to feel Connected
Students need to feel that they can Contribute

23. Kids don’t care what you know until they know that you care.
Point to Ponder
Kids don’t care what you know until they know that you care.

24. More Information on Cooperative Discipline
On Site Training Available
Pearson Education Services
Shauna F. King
National Cooperative Discipline Facilitator