Classroom Management from Linda Albert By: Heather Taylor
Good Discipline • Linda Albert believes that good discipline depends on student’s attaining a sense of belonging, participation in making class decisions, relating to others with kindness and consideration • As students acquire these attitudes and capabilities they experience an inner sense of discipline that is manifested in self control and responsible behavior.
Discipline occurs best when teachers and students work together in a genuinely cooperative manner to • Establish a classroom that is safe • Provide students a sense of connectedness and belonging • Turn all behavior mistakes into learning opportunities. Fundamental Hypothesis
Linda Albert’s Cooperative Discipline Teachers everywhere are troubled by student misbehavior. • This Leads to: • Reduced Student Learning • Affects the quality of teaching. • Ruins job satisfaction for teachers
It isn’t the end of the world Classroom Discipline permits: Teachers to work with students in a cooperative manner Teachers and Students make class decisions together Teachers to keep parents involved It can be reversed…
Linda Albert’s Influences • Rudolph Dreikurs • Students urgently want to feel they “belong” in the class. • Behave inappropriately • Mistaken Goals
Belonging =Genuine Goal • Students must see themselves as important, worthwhile, and valued as a class member Mistaken Goals: • Attention (look at me) • Power (you can’t make me) • Revenge (I’ll get even) • Withdrawal (I wont participate) Genuine & Mistaken Goals
Tactics to help Students • Make connections with others • Contribute to class • See themselves as capable
3 C’s Capable Contributing Connected (with others)
Capable • Sense of “I Can” • Belief they are capable of accomplishing work given to them in school. • Teachers can increase students sense of capability by: • Countering fear of mistakes • Build Confidence • Make progress tangible • Recognize Achievements
Connected • The 5 “A’s” of connecting • Acceptance • Attention • Appreciation • Affirmation • Affection
Contributing • Students need to see that they can make school better for everyone when they contribute to it and to each other. • How to do this… ENCOURAGE • Student input in class matters • Student contributions to the school • Student contributions to the community • Students to work to protect the environment • Students to help other students
Class Code of Conduct • Teachers should involve students from day 1in development • Expected behavior from EVERYONE • Teachers & Students decide on consequences • reasonable
Conflict may occur anywayWhen it does… • Remain calm and relaxed • Listen to student • Attempt to address their concern • Adopt a businesslike attitude and use a calm firm voice. ALWAYS!! Teachers should remember that encouragement is their most powerful teaching tool.
4 Types of Misbehavior • Attention Seeking • Active: AGM-attention getting mechanisms • Passive: lag behind, slow to comply • Silver Lining: desires positive relationship • Revenge Seeking • Students suffer real or imagined hurt • May retaliate • Verbal attacks, destruction of material or environment • Power seeking • Active: temper tantrums, back talk, • Passive: quiet non-compliance • Silver lining: good verbal skills leadership ability • Avoidance of Failure • Withdrawn • Prefer to look lazy than stupid • Counter by altering assignments & plentiful encouragement
Diffusing Confrontations Focus on behavior not the student Take charge of your negative emotions Discuss misbehavior with student later Allow student to save face Think Through and Practice
More severe confrontations • Graceful Exits- allows teachers to distance themselves from the situation • Made calmly with poise and WITHOUT sarcasm. • Acknowledge students power but state expectaions • Move away and table matter • (if persists) call the students bluff & deliver closing statement • (if don’t work) TIME OUT
Implementing consequences • Think of consequences as tools for helping students learn to make better behavior choices. • Talk with class about categories • Loss or delay of privileges • Loss of freedom of interaction • Restitution • Relearning appropriate behavior
4 “R’s” & 6 “D’s” • 4 R’s: • Related- • Reasonable • Respectful • Reliably enforced • 6 D’s • Define • Declare • Describe • Discuss • Decide • Determine
Sources: • Charles, C. M., & Senter, G. W. (2008). Building classroom discipline (9th ed.). Boston: Pearson/Allyn And Bacon.