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Transcript of Linda Albert
*Students choose their behavior
*Ultimate goal of student behavior is to fulfill the need to belong
*Student's misbehave to achieve one of four immediate goals limit list Choose intervention techniques Linda Albert She provides courses on the Cooperative Discipline Approach and classroom management Her work is influenced by Rudolph Dreikurs Five-Step Action Plan
*Pinpoint and describe the student's behavior
*Identify the goal of misbehavior
*Choose intervention techniques
*Select encouragement techniques to build self-esteem
*Involve parents as partners Select Encouragement Techniques to Build Self-Esteem Charles, C.M. (2005). Building classroom discipline (8th ed.). Retrieved from http://faculty.washington.edu/cadavis1/503%20Readings/AlbertChapter.pdf Code of Conduct Applications The Five A's
Helping Students Connect Acceptance
Affection The five "I cans"
Helping students feel Capable: Make mistakes okay
Focus on past success
Make progress tangible
Recognize achievement Strategy 1: Minimize the Attention Strategy 2: Legitimize the Behavior Strategy 3: Do the unexpected Strategy 5: Notice Appropriate Behavior Strategy 6: Move the Student Involve Parents as Partners be specific
-avoid making subjective statements
-avoid assigning labels
-use emotionally neutral, objective terms record frequency of behavior
-terms have different meanings to different people double-check objectivity
-Albert (1989) states, "If our words say no more and no less than could be recorded by a video camera or a tape recorder, our description is probably accurate" (p.23). Inform parents about cooperative discipline Establishing an atmosphere of mutual support Notifying parents about their child's School Action Plan Structuring parent/teacher and parent/teacher/student conferences Developing a Home Action Plan Albert, L. (1989). A teacher's guide to cooperative discipline: How to manage your classroom
and promote self-esteem. Cicle Pines, Minnesota: American Guidance Service Inc. Connect Capable Contribute -Specifies how everyone, including the teacher is supposed to behave and interact. Development -Teacher's vision
-Teacher's vision Teaching -identification of appropriate and inappropriate behaviors
-clarify appropriate and inappropriate behaviors
-involve parents Enforce -check for understanding
-problem solve when disagreements occur
-post the code of conduct Reinforce -regular repetition and review to become proficient (Charles, 2005) (Charles, 2005) Active Vs. Passive
-Active: Disrupts teaching
-Passive: Rarely disrupts the entire class Attention Seeking Behavior 1.) Parents and teachers reward misbehavior with attention.
2.) Children do not know how to ask for attention appropriately.
3.) Additional causes such as TV or being deprived from interpersonal communication. 3 Reasons Why Students Use Attention Seeking 1.) Give a lot of attention towards appropriate behavior.
2.) Teach students to ask directly that they need extra attention.
(Step 2 is the goal.) 2 Ways to Prevent Attention Seeking Remove audience.
Make a date to talk with the student without an audience.
Set consequences. Techniques to Stopping Attention Seeking These students try to prove that they are in charge,.
Stage a scene.
Will act out if there is an audience. Power Seeking Behavior Helping Students Contribute Peer tutoring
Appreciation & affirmation
Appreciation Password Active:
-Temper Tantrums: Designed to manipulate an adult into talking.
-Verbal Tantrums: Talking back in a disrespectful manner.
-Quiet noncompliance: “Sneaky behavior”, says one thing but does another. Active VS. Passive Power Behavior 1.) Lazy Label: Students label themselves as lazy
2.) The forgetful label: “Oh I forgot about that assignment”.
3.)Short-attention-span label: Students use this to get their teachers off their backs.
4.) The underachieving label: Students label themselves this so they do not have to work. Labels Assigned to Passive Power Seekers Avoid and defuse direct confrontations.
Grant students legitimate power. Prevention of Power Behavior Have been called: Mean, vicious, or violent.
Retaliating for real or imagined hurts.
May feel slighted by the teacher.
May have been hurt by parents, other teachers, administrators, or peers. Revenge Behavior -Have been called: Mean, vicious, or violent.
-Retaliating for real or imagined hurts.
-May feel slighted by the teacher.
-May have been hurt by parents, other teachers, administrators, or peers. Revenge Behavior Active:
-Direct physical attacks: Threatens bodily harm.
-Indirect physical attacks: Breaking damaging or stealing.
-Verbal Attacks: Insults, threats, or criticisms. Active Revenge Behavior Withdrawal:
Remote. Passive Revenge Behavior 1.) Build caring relationships with the students.
2.) Teach students how to express their hurt and hostility appropriately. Prevention of Revenge Behavior
Students who fear failure simply don’t do their school work. Quietly hoping no one notices. Avoidance of Failure Behavior Avoidance of failure is rarely active
Some students may have a frustration tantrum. Active Avoidance of Failure Procrastination
Delay in school work.
Not doing school work.
Getting “sick” to avoid school work.
Thinking that they cant do something because they assume they have a learning disability. Passive Avoidance of Failure Encourage students to change their self perception from “I cant” to “I can”.
Help end social isolation by drawing them unto congenial relationships with students and teachers. Prevention of Avoidance of Failure Implementing Consequences 4Rs of Consequences -related
-reliably enforced What would you do based on Albert's methods? Sara Cannot Stop Talking Sara is a pleasant girl who participates in class activities and does most, though not all, of her assigned work. She cannot seem to refrain from talking to classmates, however. Her teacher, Mr. Gonzales, has to speak to her repeatedly during lessons to the point that he often becomes exasperated and loses his temper. What suggestions would Albert give Mr. Gonzales for dealing with Sara? Tauber, R. T. (2007). Classroom Management: Sound Theory and Effective Practice. Greenwood Publishing Group. David (Director). (2009, October 16). Linda Albert methods skit. Podcast retrieved
from http://www.youtube.com/watch?v= 7L4cg8KWtL8 (David, 2009) (Albert, 1989) (Albert, 1989) (Albert, 1989) (Charles, 2005) (Charles, 2005) (Charles, 2005) (Tauber, 2007) (Albert, 1989) (Charles, 2005)