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Copy of Linda Albert's Cooperative Discipline Theory

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Vonda Joiner

on 15 April 2013

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Transcript of Copy of Linda Albert's Cooperative Discipline Theory

Who is
Linda Albert? What is
she all
about? What is
Discipline? Linda Albert developed the theory of Cooperative Discipline.

Her theory, influenced by Adlerian psychology and the work of Rudolf Dreikurs, is that students' behavior - and misbehavior - results in large part from their attempts to meet certain needs.

She has contributed the concepts of the Three C's, the classroom code of conduct, the Six-D conflict resolution plan, and the Five A's of helping students connect with their teachers and peers.

Albert defines misbehavior as inappropriate acts associated with students' pursuit of mistaken (short-term) goals, which are attention seeking, power seeking, revenge seeking, or avoidance of failure.

Her theory instructs teachers and parents on how to recognize which short-term goal a child is seeking and then to influence the child's behavior in a positive manner.
Cooperative Discipline states that discipline occurs best when teachers and students work together in a genuinely cooperative manner to ...

1) establish a classroom that is safe, orderly, and inviting.
2) provide students with a sense of belonging.
3) turn all behavior mistakes into opportunities for learning.

Central focus is on helping teachers meet student needs.

Within this theory it is important to remember that students choose their behavior, and we have the power to influence, not control, their choices.

Involves parents as partners in helping students learn and show responsibility. The
Three C's References Albert, Linda. "Discipline, Is It a Dirty Word?." Learning. 24.2 (1995): 43-46. Print.

Charles, C.M. Building Classroom Discipline. 8th ed. Pearson, 2005. 199-217. Print.

Charles, C.M. Today's Best Classroom Management Strategies: Paths to Positive Discipline. 1st ed. Pearson, 2008. 71-72. Print.

Tauber, Robert T. Classroom Management: Sound Theory and Effective Practice. 14th ed. Westport: Praeger Publishers, 2007. 227-230. Print. Taught in Ithaca, New York public schools from 1968 to 1972

Teacher-specialist in the diagnosis and remediation of behavioral and learning problems from 1972 to 1981

Adjunct Professor at Elmira College from 1978 to 1986

Director of Family Education Center in Tampa, Florida from 1982 to present

Spokesperson, Consultant, Presenter (workshops) and writer of various articles and books What
strategies can
be used in
the classroom? How does her theory compare to
C.M. Charles' of
classroom discipline? Linda Albert Classroom Code of Conduct Six-D
conflict resolution plan The
Five A's Albert has a plethora of strategies that serve to aid to prevent misbehavior in her approach to Collaborative Discipline. The following four concepts provide clear techniques for classroom use. The most fundamental approach to Cooperative Discipline is embodied in The Three C's. Capable (the "I can" level): this level refers to the degree to which students believe they are capable of accomplishing work given to them in school.
Connected: this level refers to the importance of students establishing and maintaining positive relationships with peers and teachers.
Contributing: this level refers to a student's sense of being needed and an active contributor to the classroom. The Five A's are embedded in the Second C (Connected) and are important in making connections. Albert states that as students make connections they become more cooperative and helpful with each other and more receptive to teachers. Acceptance: communicating that it is all right for each student to be as he or she is.
Attention: making oneself available to students by sharing time and energy with them.
Appreciation: showing students that we are proud of their accomplishments or pleased by their behavior.
Affirmation: making positive statements about students that recognize desirable traits.
Affection: displays of closeness and caring that people show each other freely given, with nothing required in return. How are consequences or rewards used in the system? Albert defines discipline as a way of managing misbehavior in a positive manner. Her theory provides strategies on how to intervene effectively and develop a classroom that significantly diminishes misbehavior. Her definition of misbehavior varies from C.M. Charles in that she states the inappropriate act is associated with a students' pursuit of a mistaken goal rather than an thoughtlessness act. Charles' approach to discipline is based on energizing your class to maximize achievement, enjoyment, and satisfaction, which he states in turn reduces the likelihood of discipline problems. Albert's approach is more student centered and not only involves a relationship between student and teacher, but requires it to be successful. "Rewarding mistakes is one way we make the point that effort is valuable even when we fail." In summary, the focus of Cooperative Discipline is to help students achieve their ultimate goal of belonging, which in turn reduces the amount of misbehavior. This powerful method begins with teacher and class, working together, to develop a classroom that meets the needs of every student. How does Albert
differentiate between
punishment and discipline? Albert strongly advises teachers work together with their students to establish how everyone, including the teacher, is to behave and interact. She suggests that this code of conduct replace the set of rules that teachers normally use. This code of conduct, once developed, will need to be taught to the students and appropriate and inappropriate behavior will need to be identified and clarified regularly. The code should be prominently displayed so it can be easily referenced. Albert suggests that the teacher ask questions to make sure students grasp their behavior. These questions should be asked with a businesslike manner, with no accusatory tone. An example would be, "What behavior are you choosing at the moment?" Albert's conflict resolution plan is formatted for more serious misbehavior or repeated violations within the code of conduct. She suggests that this plan be done in private conference with the student. 1. Define the problem objectively, without blaming or using emotional words.
2. Declare the need; that is, tell what makes the situation a problem.
3. Describe the feelings experienced by both sides.
4. Discuss possible solutions. Consider pros and cons of each.
5. Decide on a plan. Choose the solution with the most support from both sides and be specific about when it will begin.
6. Determine the plan's effectiveness. Arrange a follow-up meeting after the plan has been in use for a set time. Albert views discipline as a way of influencing student behavior by helping them choose the positive behavior.

She has developed approximately 70 different procedures that stress teaching proper behavior rather than utilizing punishment.

Her theory of Cooperative Discipline reflects a democratic style of classroom management, which she believes best promotes good discipline.

Albert is not a proponent of punishment but she does suggest implementing consequences for when a student seriously or repeatedly violates classroom code of conduct. However, these consequences, while negative, should fall in the FOUR R'S: related, reasonable, respectful, and reliably enforced. She suggests that teachers work together with their students to develop a set of consequences (within Four R's) to be invoked when the classroom code of conduct is transgressed. She describes four categories of consequences that teachers should discuss with their class:

1) Loss or delay of privileges, such as loss or delay of a favorite activity.
2) Loss of freedom of interaction, such as talking with other students.
3) Restitution, such as return, repair, or replacement of objects, doing school service, or helping students that one has offended.
4) Relearning appropriate behavior, such as practicing correct behavior and writing about how one should behave in a given situation. Albert briefly touches on the use of rewards in her Cooperative Discipline model only to state that mistakes should be rewarded and acknowledged to make the point that effort is valuable even when we fail. More of her focus is given to implementing consequences as a teaching tool for helping students make better behavior choices.
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