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Welcome To Cooperative Discipline

Welcome To Cooperative Discipline. A Practical and Positive Approach to Classroom Management. Shauna F. King Prince George’s County Public Schools Student Affairs/Safe and Drug-Free Schools. The Cooperative Discipline Approach .

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Welcome To Cooperative Discipline

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  1. Welcome ToCooperative Discipline A Practical and Positive Approach to Classroom Management Shauna F. King Prince George’s County Public Schools Student Affairs/Safe and Drug-Free Schools

  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. Parents Recently Separated Ethnic Background IQ Level No Breakfast Hard Drive Died on Computer Ditched By Best Friend Parent Unemployed Alcoholism in the Family Dog Ran Away Did not make the Basketball Team Analysis Alley

  6. Hands-Clenched Style (Autocratic) • Limits without Freedom • Teacher completely responsible Result: Defiance Hostility Rebelliousness

  7. Hands-Off Style (Permissive) • Freedom without Limits • No one is responsible Result: Chaos Confusion Irresponsible behavior

  8. Hands-Joined Style (Democratic) • Freedom within Limits • Shared Responsibility Result: Cooperation Respect for All All In Charge of Own Behavior

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

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

  11. 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.

  12. 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

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

  14. 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.

  15. 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.

  16. 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

  17. Grant legitimate power Avoid and defuse confrontations Build Caring Relationships Teach strategies to deal with aggressive feelings and hostility Control SELF Preventing Power and Revenge Behavior

  18. 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.

  19. Interventions for Avoidance of Failure Behavior • Make Mistakes Okay • Model learning from mistakes • Break tasks in to component parts • Teach positive self-talk

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

  21. Intervention and Prevention Strategies

  22. 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.

  23. Capable Students must believe that they are capable of completing academic tasks in a satisfactory manner.

  24. Connect Students must be able to connect with teachers and classmates in positive ways.

  25. Contribute Students must find ways to contribute to the welfare of the class and the school in a significant manner.

  26. 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. Influencing Student Choices

  27. Cooperative Discipline and PBIS

  28. Cooperative Discipline and PBIS

  29. More Information on Cooperative Discipline American Guidance Services www.cooperativediscipline.com Teacher Handout Books Staff Training Materials National Trainers Shauna.King@pgcps.org 301-749-4379

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