Welcome ToWelcome ToCooperative DisciplineCooperative Discipline

A Practical and Positive Approach to Classroom Management

Shauna F. KingPrince George’s County Public SchoolsStudent Affairs/Safe and Drug-Free Schools

The Cooperative Discipline The Cooperative Discipline Approach 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.

The Cooperative Discipline The Cooperative Discipline ApproachApproach

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)

Cooperative Discipline Answers Cooperative Discipline Answers Three QuestionsThree 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)

Analysis AlleyAnalysis Alley

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

Hands-Clenched Style Hands-Clenched Style (Autocratic(Autocratic))

Limits without FreedomTeacher completely responsible

Result:DefianceHostilityRebelliousness

Hands-Off Style Hands-Off Style (Permissive(Permissive))

Freedom without LimitsNo one is responsible

Result:ChaosConfusionIrresponsible behavior

Hands-Joined Style Hands-Joined Style (Democratic(Democratic))

Freedom within LimitsShared Responsibility

Result:CooperationRespect for AllAll In Charge of Own Behavior

The Four Goals ofThe Four Goals of MisbehaviorMisbehavior

Attention “Look at Me”

Power “Let’s Fight/You Can’t Make Me”

Revenge “I’ll Get Even”

Avoidance of Failure “Leave Me Alone”

Identifying the GoalIdentifying the Goal

How do I feel?

What do I usually do?

As a result, what does the student do?

Attention Seeking BehaviorAttention 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.

Interventions for Attention Interventions for Attention Seeking BehaviorSeeking Behavior

Give the Eye Target-Stop-Do Grandma’s Law Stand Close By Name Dropping Proximity

Praise/Compliance Praise

Talk To The Wall

Preventing Attention Seeking Preventing Attention Seeking BehaviorBehavior

Give lots of Positive Attention for Appropriate Behavior

Teach students how to ask for attention

Allow for “student spotlight”

Power Seeking BehaviorPower 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.

Revenge Seeking BehaviorRevenge 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.

Interventions for Power and Interventions for Power and Revenge BehaviorRevenge 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

Preventing Power and Preventing Power and Revenge BehaviorRevenge Behavior

Grant legitimate powerAvoid and defuse confrontationsBuild Caring RelationshipsTeach strategies to deal with

aggressive feelings and hostilityControl SELF

Avoidance of Failure BehaviorAvoidance 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.

Interventions for Avoidance of Interventions for Avoidance of Failure BehaviorFailure Behavior

• Make Mistakes Okay• Model learning from

mistakes• Break tasks in to

component parts• Teach positive self-

talk

Preventing Avoidance of Preventing Avoidance of Failure BehaviorFailure Behavior

Erase the rule of the red pen.Decrease competitionKeep expectations reasonable.Use Encouragement

Strategies(Capable, Connected, Contributing)

Intervention and Prevention Intervention and Prevention StrategiesStrategies

Attention Power Revenge Avoidance of Failure

Target-Stop Do

Acknowledge their power

Graceful Exits

Decrease competition

Give the eye

Table the matter

Consequences Chart

Modify instructional

methods

Acknowledge appropriate

behavior

Grant legitimate

power

Build caring relationships

Make Mistakes

Okay

Guidelines for InterventionGuidelines for Intervention

Focus on the behavior, not the student.

Take charge of negative emotionsAvoid escalating the situation.Discuss misbehavior later.Allow students to save face.

CapableCapable

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

ConnectConnect

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

ContributeContribute

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

Influencing Student ChoicesInfluencing Student Choices

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.

Cooperative Discipline and Cooperative Discipline and PBISPBIS

Cooperative Discipline and Cooperative Discipline and PBISPBIS

More Information on More Information on Cooperative DisciplineCooperative Discipline

American Guidance Serviceswww.cooperativediscipline.com

Teacher Handout BooksStaff Training Materials

National Trainers

Shauna.King@pgcps.org301-749-4379