1. Discipline_through Belonging,_Cooperation, and_Self-Control6
Discipline_through Belonging,_Cooperation, and_Self-Control
Authoritative Input from:
Cooperative, Inner & Positive
Discipline authorities.

2. Part 1. Linda Albert’s Belonging and Cooperation
Class Discipline is at it’s best when students and teachers genuinely cooperate with one another to:
establish a classroom that is safe, orderly and inviting;
provide a sense of connectedness and belonging;
make teachable moments out of behavior mistakes.
She suggests:
Focus on the behavior, not the student
Take charge of your negative emotions
Discuss the misbehavior at a later time
Give the student the opportunity to save face

3. Albert’s Cooperative Discipline
Genuine & Mistaken Goals:
When students are unable to get a sense of belonging (genuine goal) they misbehave by pursuing mistaken goals to gain acceptance.
Mistaken goals include attention, power, revenge and withdrawal.

4. The 3 C’s of Cooperative Discipline
1 Capable: students believe that they can accomplish their schoolwork
Counter fear of mistakes: let students know that it’s okay to make mistakes; everyone does it and it’s a part of learning how to do things correctly.
Build confidence: teachers should look for activities that maximize the likelihood for success.
Make progress tangible: scaffold lessons with “yesterday, today and tomorrow” and use portfolios.
Recognize achievement: acknowledge students’ strengths in class, at awards assemblies, exhibits, and presentations for parents & community.

5. 3 C’s continued 2 Connected: The 5 A’s of connecting
Acceptance: communicating to the student that they can be themselves.
Attention: making yourself available to the students.
Appreciation: Positively acknowledge students’ accomplishments; focus on the deed, not the doer.
Affirmation: find something positive to say about every students, regardless of their behavior.
Affection: given freely -with nothing expected in return- shows caring for the students and is different from reward.

6. 3 C’s continued
3 Contributing: show students that school gets better when everyone contributes to it and each other.
Encourage student input: let them have a say in class req’s, routines, and how it can be improved.
Encourage student contributions to the school: foster a sense of pride in the students for their classroom and school.
Encourage student contributions to the community: random acts of kindness, volunteering, contributing to community drives.
Encourage students to work to protect the environment: Alberts suggests adopting a street or community are and keep it litter free.
Encourage students to help other students: peer tutoring/counseling, having homework buddies, etc.

7. Class Code of Conduct
Involve students in forming the class code of conduct that stipulates the expected behavior that is expected from everyone in the class.
Students should be in on deciding the consequences for misbehaving.
Motivate students to behave properly with encouragements, not rewards.

8. Types of Misbehavior Attention-Seeking Behavior
active: pencil tapping, showing off, calling out, asking irrelevant questions; passive: dawdling, lagging behind, slowness to comply
Power-Seeking Behavior
muttering replies, disregarding instructions, insolent compliance, tantrums, back-talking, disrespect, defiance
Revenge-Seeking Behavior
is caused when a student suffers hurt feelings (bruised ego) and is usually directed back at the teacher in the form of verbal attacks (“you suck!”) but could also manifest in physical disruption/destruction.
Avoidance-of-Failure Behavior
alter assignments and provide plentiful encouragement:
use manipulatives to teach abstract concepts
step-by-step assignments so students enjoy small successes
differentiate instruction

9. Avoiding and Defusing Confrontations
Focus on the behavior, not the student: use objective words and don’t be judgmental, deal with the moment (not what happened yesterday or last week) be firm but friendly, indicate the behavior must stop pronto.
Take charge of negative emotions: respond calmly, objectively and non combatively.
Discuss the misbehavior with the student later: take time for you both to cool down.
Allow the student to save face: students know you’re ultimately in charge, so give them a chance to come around. Don’t expect immediate compliance, rather, understand -and ignore- their face saving behaviors.

10. Dealing with More Severe Confrontations
Albert suggests using “graceful exits” to distance yourself from a confrontation.
Acknowledge the student’s power but also state your expectation: “I can’t make you turn in your assignment but it’s due on Friday...”
Talk about it later
Call the students bluff: “Let me get this straight, you refuse to do this assignment?”
Refuse to fight; if the student persists, have the student take a time-out.

11. Implementing Consequences
Talk to your class about the four categories of consequences.
loss or delay of privileges, such as a favorite activity
loss of freedom of interaction, such as talking with other students
restitution, such as return, repair or replacement of objects, doing school service, helping offended students
relearning appropriate behavior

12. 4 R’s and 6 D’s The 4 R’s of consequences:
the consequences are directly related to their misbehavior
reasonable consequences are proportional to the misbehavior
respectful consequences are invoked firmly but without blaming, shaming or preaching
reliably enforced consequences are invoked consistently
The 6 D’s of conflict resolution plans:
define the problem objectively
declare the need for consequences
describe the feelings for both sides
discuss possible solutions
decide on a plan
determine its effectiveness

13. Part 2. Barbara Coloroso’s Inner Self-Control
Discipline occurs best when teachers help students develop self-control which is developed through:
earning trust
assuming responsibility
acquiring the power to make decisions
Establish classrooms that provide a climate of trust and responsibility.

14. Principles of Good Discipline
It is a means of teaching students how to make good decisions, to take ownership of their misdeeds and how to solve the problem.
Different than punishment (punishing is often psychologically hurtful and often produces Fear, Fighting-Back, or Fleeing.)
Proper discipline leads to positive behavior by:
showing students what they have done wrong
gives ownership of involved problems
provides strategies for solving the problem
leaves the students’ dignity intact.

15. Dealing with Misbehavior
Coloroso finds that misbehavior falls into three general categories: mistakes (simple errors), mischief (intentional misbehavior), & mayhem (willfully serious misbehavior).
Mayhem calls for the 3 R’s of Reconciliatory Justice:
Restitution- repairing any damage
Resolution- identify & correct misbehavior
Reconciliation- healing relationships with the people you’ve hurt

16. How Class Discipline Leads to Inner Discipline
The ultimate goal of discipline is to enable students to make intelligent decisions.
Ask yourself, “Self, what is my goal in teaching,” and, “what is my teaching philosophy?”
Students won’t always make the best choices so it’s up to us to provide a safe and nurturing environment in which to deal with the consequences.

17. 6 Step Problem-Solving Plan
Identify the reality and define the problem
List the possible solutions
Evaluate the options
Select the most promising option
Make & carry out a plan
Hindsight: reevaluate the problem & solution

18. Part 3. Nelson & Lott’s Fundamental Hypothesis: Positive Discipline
They contend that almost all students can learn to behave with dignity, self-control and concern for others.

19. Relationship Barriers & Builders
Barriers- disrespectful and discouraging, Builders- respectful and encouraging.
Assuming v. Checking- don’t assume that you know what your students feel, can(‘t) do… etc.
Rescuing/Explaining v. Exploring- Student learning improves when they are allowed to perceive situations for themselves and proceed on their perceptions.
Directing v. Inviting/Exploring- commands such as “pick that up, put that away…” are disrespectful to students and build dependency; invite and encourage students to be self-directed.
Expecting v. Celebrating- look for improvements and call attention to them rather than judging their negatives.
Adult-isms v. Respecting- statements such as “How come you never…” produce guilt, not encouragement.

20. Classroom Meetings:Building Blocks
Classroom Meetings provide a unique opportunity for teachers to employ positive discipline strategies.
Over the next two slides, we will look at Lott & Nelson’s 8 building blocks.

21. Building Blocks 1-4
Form a Circle- allows face to face contact; invite students to help design the circle & make a decision based on their input.
Practice giving compliments and showing appreciation- begin the class on a positive note: give compliments to each other. Often, the proper response to a compliment is “thank you;” if receiving compliments is difficult for your students, re-word it as “showing appreciation.”
Create an agenda- have a clear-cut plan of what to do each day; allow students to address concerns in each class.
Develop communication skills- use I-statements ( I think, I feel…); never speak judgmentally about people in class, and frame conclusions with “we decided.”

22. Building Blocks 5-8
Learn about separate realities- not everyone is the same; help the class realize that different people adapt and react to situations differently and *celebrate their diversity.*
Recognize the reasons people do what they do- understand what motivates students(Nelson & Lott use Dreikurs’ explanation of why.)
Practice role playing and brainstorming-
discuss key elements of a problem situation
have students act out roles in the situation
think of ways to solve it as a class
Focus on non-punitive solutions: the 3 R’s of solutions:
Related- the help you provide is relative to the problem
Respectful- they’re still people; don’t be degrading
Reasonable- the solution isn’t too much for the infraction

23. Standard Format for Class Meetings
Express compliments and appreciation- start class on a high note
Follow up on earlier solutions applied to problems- any solutions decided on by the class are re-examined after a week to judge efficacy and determine need for modification
Go through agenda meetings- give students an opportunity to address the class agenda
Make future plans for class activities- end class by discussing upcoming events, videos, doing hw with friends, etc.

24. When Class Meetings Fail
The authors posit that you must give up “control over” students in exchange for “cooperation with” students.
If the class meetings don’t go as planned, it is probably because of one or more of the following:
not forming a circle
mot having regular meetings
censoring students’ ideas/speech
not helping students to learn non-punitive problem- solving skills
talking down to students
not giving everyone in the circle a chance to be heard