Welcome To Cooperative Discipline

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Welcome ToCooperative Discipline

• A Practical and Positive Approach to Classroom
  Management

Shauna F. King Prince Georges County Public
Schools Student Affairs/Safe and Drug-Free Schools
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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.

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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)

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Cooperative Discipline Answers Three Questions

• What do I do when kids act up? (Corrective)
• What can I do so they wont continuing
  misbehaving? (Supportive)
• How can I encourage the good kids to continue
  behaving appropriately (Preventive)

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Analysis 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

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Hands-Clenched Style (Autocratic)

• Limits without Freedom
• Teacher completely responsible
• Result
• Defiance
• Hostility
• Rebelliousness

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Hands-Off Style (Permissive)

• Freedom without Limits
• No one is responsible
• Result
• Chaos
• Confusion
• Irresponsible behavior

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Hands-Joined Style (Democratic)

• Freedom within Limits
• Shared Responsibility
• Result
• Cooperation
• Respect for All
• All In Charge of Own Behavior

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The Four Goals of Misbehavior

• Attention Look at Me
• Power Lets Fight/You Cant Make Me
• Revenge Ill Get Even
• Avoidance of Failure Leave Me Alone

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Identifying the Goal

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

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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.

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Interventions for Attention Seeking Behavior

• Give the Eye
• Target-Stop-Do
• Grandmas Law
• Stand Close By
• Name Dropping
• Proximity Praise/Compliance Praise
• Talk To The Wall

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Preventing Attention Seeking Behavior

• Give lots of Positive Attention for Appropriate
  Behavior
• Teach students how to ask for attention
• Allow for student spotlight

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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 students own terms.

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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 students own terms.

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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 Students Bluff
• Table The Matter

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Preventing Power and Revenge Behavior

• Grant legitimate power
• Avoid and defuse confrontations
• Build Caring Relationships
• Teach strategies to deal with aggressive feelings
  and hostility
• Control SELF

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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.

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Interventions for Avoidance of Failure Behavior

• Make Mistakes Okay
• Model learning from mistakes
• Break tasks in to component parts
• Teach positive self-talk

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Preventing Avoidance of Failure Behavior

• Erase the rule of the red pen.
• Decrease competition
• Keep expectations reasonable.
• Use Encouragement Strategies(Capable, Connected,
  Contributing)

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Intervention and Prevention Strategies
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
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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.

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Capable

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

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Connect

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

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Contribute

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

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Influencing 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.

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Cooperative Discipline and PBIS
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Cooperative Discipline and PBIS
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More Information on Cooperative Discipline

• American Guidance Services
• www.cooperativediscipline.com
• Teacher Handout Books
• Staff Training Materials
• National Trainers
• Shauna.King_at_pgcps.org
• 301-749-4379