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

3. Introduction  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

4. Focus of Albert’s Work  Cooperative approach to help students 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)

5. Overview  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 self- esteem and educational goals.

6. Analysis: Plethora of Strategies  Three C’s of Cooperative Discipline Capability Helping Students Connect Helping Students Contribute  Classroom Code of Conduct 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)

7. Analysis (continued)  Teaching the Code of Conduct Identify appropriate and inappropriate behaviors Clarify appropriate and inappropriate behaviors Involve parents  Enforcing the Code of Conduct Check for Understanding Problem-solve when disagreements occur Post the code of conduct (Charles, 2002, p. 76-77)

8. Analysis (continued)  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)

9. Analysis (continued)  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. Define the problem objectively 2. Declare the need 3. Describe the feelings 4. Discuss possible solutions 5. Decide on a plan 6. Determine the plan’s effectiveness (Charles, 2002, p. 80-81)

10. Usefulness to Classroom Teacher  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.

11. For More Information (in print) Albert, L. 1996a. 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.

12. Hyperlinked Internet Information  Linda Albert: Cooperative Discipline Facilitator’s link http://www.agsnet.com/staffdev/cd_national_trainers.asp  James Madison University site: A bibliography of classroom discipline and management. http://falcon.jmu.edu/~ramseyil/disciplinebib.htm http://falcon.jmu.edu/~ramseyil/disciplinebib.htm

13. 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.