Linda Albert’s Cooperative Discipline

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

2. 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

3. 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)

4. 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.

5. 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)

6. 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)

7. 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)

8. 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” • Define the problem objectively • Declare the need • Describe the feelings • Discuss possible solutions • Decide on a plan • Determine the plan’s effectiveness (Charles, 2002, p. 80-81)

9. 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.

10. 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.

11. 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

12. References Charles, C.M. (2002).Linda Albert’s Cooperative Discipline. In C.M. Charles (Ed.), Building classroom discipline (7th ed.) (pp. 67-84). Boston: Allyn & Bacon.