Coop Disc 1

Report
While You’re Waiting…
Complete these sentences.
1. The student whose behavior is most
concerning to me is………
2. Describe this students chronic
behaviors in detail.
3. My best guess of why these behaviors
occur is…….
4. A signal or sign that a behavior is
about to occur is…..
5. My response to the behavior is….
Cooperative Discipline:
An Introduction
Anne Arundel County Public Schools
Dr. Linda Albert,
Educator, counselor, lecturer
and syndicated columnist
Characteristics of
Frame
Appropriate Behavior
Frame of
Reference
Understanding Misbehavior
Will Help You to Put the
Pieces Together
What do the experts say
about today’s schools?
US Dept. of
Education
Fox News
www.myfoxny.com/dpp/news/e
ducation/nyc-school-disciplinecode-hearing-20100623-akd
NBC News
http://www.msnbc.msn.
com/id/21134540/vp/
30599940#30599940?
subject=Student in handcuff
Why do
students
misbehave?
They like to annoy us….
They are not aware that they are misbehaving….
They need something….
No one has taught them how to behave…
The Goal:
Cooperative Relationships
In and Beyond the Classroom
Cooperative Discipline:
Time-Tested and Practical
• A synthesis of theories about
behavior and discipline from Adler,
Dreikurs, Glasser, Ellis, and Berne.
• Developmentally appropriate.
• Designed to teach collaborative skills.
• Respectful.
Cooperative Discipline Uses the
Action Plan Process
A diagnostic and preventative tool.
1.
2.
3.
4.
Pinpoint and describe the behavior.
Identify the goal of the misbehavior.
Choose intervention techniques for
the moment of misbehavior.
Select encouragement techniques to
build self-esteem.
The entire school
community wins!
Teachers
Students
Parents
Administrators
Pillar 1: Students
choose their behavior.
Do you know the difference in
•Conduct Disorder
•Emotional Disturbance?
Pillar 2: The ultimate
goal of student behavior
is to fulfill the psychological
and emotional need to belong.
Cooperative Discipline:
The Three C’s are needed to
feel a sense of belonging.
•Capable
•Connect
•Contribute
Pillar 3: Teachers can
choose their behavior.
•Hands-Off Style
•Hands-On Style
•Hands-Joined Style
Hands-Off Style
•Permissive, hands-off style of
management.
•Allows students to push the limits
and make poor behavioral choices.
Hands-On Style
Teachers sounds like…
•Do it because I told you to….
•I’m in charge here…
•This is my classroom….
Students react with…
•You can’t make me….
•So what…..
•I’ll rebel and upset your
classroom….
Hands-Joined Style
Looks like….
•Teachers and students work
cooperative together.
•“Personality Conflicts”
disappear.
•Students are included in the
decision making process. (CDM)
Pillar 4:
Not all
off-task behavior
is misbehavior.
Before determining that there is a
behavior problem ask yourself these
questions:
•Is the level of instruction
appropriate for this student?
•Are the methods, materials, and
pacing appropriate for this
student?
Pillar 5: “Difficult students”
may need the most
encouragement.
•Label for students that do not fit the
typical classroom role.
•Imply that something is wrong
or broken with the student.
•Imply that misbehavior is a
personality trait or flaw.
Group Activity
In a small group, discuss each of the
pillars, looking closely at elements
within a teacher’s control.
Then answer these questions:
1. How can I implement the pillars
in my classroom?
2. Will student behavior change if I
implement the pillars?
Maslow’s Hierarchy
Self-actualization
Esteem
Love and Belonging
Safety
Physical Needs
Why do students misbehave?
Nationally, it is believed that misbehavior is used
to achieve a one of theses
self-serving reasons :
•
•
•
•
Attention
Power
Revenge
Avoidance of Failure
(Advantage Press, 2003)
Standard Instrument for determining the
function: Functional Behavioral Assessment
• Done by a committee.
• Looks at a variety of environments, triggers,
interventions, and reasons for the troubling
behaviors.
How can we use this info?
• Provide alternative, positive ways for the
student to get what they want and need.
• Hopefully pro-actively avoid the triggers.
• Look at students differently when we
understand their needs.
Know Your ABC’s
• Antecedent: What happened first? What was
the trigger?
• Behavior: What occurred after the trigger?
• Consequence: What is the student gaining by
reacting to the trigger? Is the student setting
themselves off or is there truly a trigger?
Why is analysis of the
behavior important?
• Understanding the sequence of events allows
you to de-rail the triggers.
• Alternative replacement behaviors can be
designed, taught, and reinforced.
• Allows you to develop a rapport with the
student once you understand what they are
dealing with.
Activity
Think of a student in your class that is having
difficulties---Do a brief analysis of what the
function their behavior serves.
• Think of 2 pro-active strategies that you might
try. Share your ideas with your peers in class
or in the discussion area.

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