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CO-OPERATIVE DISCIPLINE
STRATEGIES for SUCCESS ..focus on learning
   SIGNIFICANT "7"
1. Strong perceptions of personal capabilities." I am capable."
2. Strong perception of significance in primary relationships. "I contribute in meaningful ways and I am genuinely needed ."
3. Stong perception of personal power of influence over life." I can influence what happens to me."
4. Strong intra-personal skills. The abiluty to understand personal emotions , to use that understanding to develop self-discipline and self-control , and learn from experiences.
5. Strong interpersonal skills. The ability to work with others and develop friendships through comunicating , cooperating, negotiating , sharing , empathizing , and listening.
6. Strong systemic skills . The ability to respond to the limits and consequences of everyday life with responsibility , adaptability , flexibility , and integrity .
7. Strong judgmental skills . The ability to use wisdom and to evaluate according to appropriate values.
CLASSROOM MANAGEMENT STYLES

Hands on
Hands off
Hands
Joined
Limits without freedom
Powerless
Influence
Teacher in
charge
No one in charge
All in charge of own behavior
No choices
Too many choices
Structured choices
Command and demand
Wish and hope
Invite and encourage
Demand obedience
Invite irresponsibility
Foster responsibility
Little respect for students
Little respect for teachers
Mutual respect
Teacher-student: Climate tense and fearful
Climate unstable and chaotic
Climate orderly and relaxed
Result: defiance and hostility
Confusion and chaos
Cooperation and collaborate

THE CODE of CONDUCT
   I will complete my task/ assignment
   I will respect others.
   I will prepare for learning
   I will maintain a safe school
   I will not prevent the teacher from teaching
   I will not prevent students from learning

THE THREE C'S of ENCOURAGEMENT
CAPABLE
CONNECTED
CONTRIBUTING

HELPING STUDENTS FEEL CAPABLE..................
CONFIDENCE BUILDERS
   Focus on improvement
   Notice contributions
   Build on strengths
   Acknowdede a task's difficulty
   Set time limits on tasks
   Show faith in students
ACKNOWLEDGE ACHIEVEMENT
   Applause
   Clapping and standing ovations
   Stars and stickers
   Awards and assemblies
   Exhibits
LEARNING IS TANGIBLE
   "I can" cans
   Albums and portfolios
   Checklists of skills
   Flowchart of concepts
   Discuss yesterday , today , and tomarrow
MAKE MISTAKES is O.K.
   Minimize mistakes effect
   Discuss mistakes
   Equate mistakes with effort
SUCCESS
   Analyze past success
   Repeat past success
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
HELPING STUDENTS CONNECT
ACCEPTANCE
   Students cultural differences
   Disabilities
   personal style
   Accept the doer , not the deed
ATTENTION
   Greet students
   Listen
   Teach them to ask for attention
   Attend school events
   Recognize birthdays
   Send cards , massages to absent students
   Individual conferences
APPRECIATION
   Appreciate the doer , not the deed
   Use three part appreciation statements
   Give wtitten words of appreciation
AFFIRMATION
   Affirm the doer , not the deed
   Enthusiastic
   Acknowledge positive traits verbally or in writing
   Be a talent scout
AFFECTION
   Give affection with no strings attached
   Show kindness , and it will multiply and be returned
   Show friendship
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
HELPING STUDENTS CONTRIBUTE
ENCOURAGE STUDENTS' CONTRIBUTION TO....................
STUDENTS
   * Circle of friends
   * Peer tutoring
   * Conflict resolution
   * Peer recognition
THE CLASS
   * Invite students to help with daily tasks
   * Request students curriculum choices
   * Appoint recorders
   * Involve students in building the learning environment
THE SCHOOL
   * Schedule work service periods
   * Appoint area monitor
THE COMMUNITY
   * Adopt a zoo animal
   * Promote volunteerism
   * Acknowledge random acts of kindness
   * Contribute to community drives
THE ENVIRONMENT
   * Recycle
   * Clean up the neighborhood
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
DOING TO
WORKING WITH
coercion
punishment
rewards
(Methods)
mutual problem solving
caring community
engaging curriculum
behavior
(Focus)
motives
values
compliance
( GOAL)
commit to good values
concern
empathy
probem solving
power
(Message)
cooperation
teacher firmly in control
(Climate)
Classroom belongs to all
Unpredictable
distraction from lesson
( Conflict)
teachable moment
this is the lesson
Teacher demands accepted uncritcally
(Signs)
Emphasis on kids
student to student discussion
MISTAKEN GOAL CHART


CHILD's GOAL
IF PARENT
TEACHER FEEL
TENDS TO REACT
IF CHILD is
RESPONSE IS
CHILD BEHAVIOR IS :
WHAT CHILD NEEDS
Undue attention
Annoyed
Irritated
Worried
Guilt
Reminding
Coaxing
Stop temporarily then resumes disturbimg behavior
"I'm only imporatant when I'm keeping busy
Notice - me
Involve me
Power(to be the boss)
Provoked
Challenged
Threatened
Defeated
Fighting
Giving in thinking you can't get away with it
Intensifies behavior
Defiant compliance
Feels he won
Passive power
I only belong when I' the boss or in control
Let me - Help
Give me Choices
Revenge
Hurt
Disappointed
Helpless
Dispair
Inadequate
Getting even
Taking behavior personally
Retaliates
Hurt others
Gets even

I don't think I belong so I'll hurt others as I feel hurt.
Help me - I'm hurting
ATTENTION SEEKING STRATEGIES
NOTICE THE APPROPRIATE BEHAVIOR
Use proximity praise
Use compliance praise
Make recordings
Give a standing ovation
DISTRACT THE STUDENT
Ask a direct question
Ask a favor
Give a choice
Change the activity
DO THE UNEXPECTED
Turn out he lights
Play a musical sound
Lower your voice
Change your voice
Talk to the wall
Use one-liners
CLARIFY the DESIRED BEHAVIOR
State Grandma's law
Use "target - stop -do"
MINIMIZE THE ATTENTION
Refuse to respond
GIve the EYE
Stand close by
Use name dropping
Send a secret signal
Give written notice
Use an "I' message
LEGITAMIZE the BEHAVIOR
Create a lesson from the behavior
Go the distance
Have the class join in
Use a dimimishing quota
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
STRATEGIES
Modify the Instructional Methods
Use concrete learning materials
Use computer based instruction
Teach one step at a time
Teach the 7 intelligences

Provide tutoring
Extra help from teachers
Remediation programs
Adult volunteers
Peer tutoring
Learning centers

Reframe the "I cant's"
State your belief in their abilities
Stage an "I can't funeral "

Encourage positive self-talk
Post positive classroom signs
Require 2 "put ups" for evry "put down"
Encourage positive self talk before tasks

Teach Procedures for becoming "unstuck"
Brainstorm ask for help gambits
Use sequence charts
GRACEFUL EXITS
ACKNOWLEDGE STUDENT'S POWER - a Student refuses to complete an assignment . Teacher responds," I can't make you do the work , you have the assignment - it is your choice." The expectation has not changed thought the teacher has chosen not to fuel the confrontation and create a power struggle.
REMOVE THE AUDIENCE- When a student demomonstrates inappropriate behavior which does not require immediate action from the teacher , the intervention can be to remove the audience's sttention . The teacher can make an important announcement or begin a new activity to redirect the attention of the class from the student misbehaving.
TABLE THE MATTER - A student has chosen to push our buttons . To deesscalte the situation , the teacher may respond by discussing the matter at a later time or using the gripe box in the clasrrom. The student is directed to write the complaint and place it in the box.
SCHEDULE A CONFERENCE- Keep a clipboard handy with the time available for student conferences. When a student signs up to challenge you , indicate that he may sign up for a conference to discuss the issue.
AGREE WITH THE STUDENT- A student staes that you are the worst teacher. The teacher responds , " You may be right , now open your book to the lesson. The student will realize that he is not able to engage the teacher in a power struggle that the teacher refuses to join.
CHANGE THE SUBJECT- We can respond to verbal attacks by changing the subject. The teacher can talk about the weather instead of responding to the comments. When the teacher is persistant , the student realizes the teacher will not argue with him. Lecturing will only escalate the confrontation.
STATE BOTH VIEWPOINTS- The poutline for this technique is " To you_________________________, to me_________________"For example , To you the science experiment seems foolish , to me it is imporatant concept you need to know..If the student continues to argue , specify the difference between understanding and agreeing. The student dos not have to argue our viewpoint - that would extend the power issue.
REFUSE RESONSIBILITY- When astudent provides excuses for not meeting expectations , acomment such as" I know you can figure it Out" does not provide the student with additional justification to argue.
DODGE IRRELEVANT ISSUES- Atudent may begin arguing about an assignment and then irrelevant issues to confuse the situtaion. Use a simple response , such as , "That is not the issue , the issue is_____________.
DELIVER A CLOSING STATEMENT- This technique use one line statements to indicate to the student that the confrontation has ended for us.
As with all graceful exits , particular attention must br given to paraverbals and kinesics. Sracasm is not acceptable.EXAMPLES:
"You've mistaken me for someone who wants to argue." Are you finished" "Unless you have something new to add , I'm finished with this conversation."
************************************************************************************
INVITING and DISINVITING SIGNALS
Personal behaviors....................................................................
INVITING
DIS-
INVITING
Relaxed posture
Thumbs down sign
Lend a book
Interrupting
Smiling
Look at watch
Patting a back
Shake your finger
Open door for someone
Slamming door
Friendly wink
Use ridicule
Share lunch
Turn back on somebody
Being on time
Cutting people short
Send a thoughtful note
Make fun of person
Share an experience
Hit someone
Accept praise
Be obscene
Give wait time
Lauugh at misfortune
Notice new clothes
Chew gum loudly
Wait your turn
Being late
Extend a hand
Sneering
Express regret
Insulting
Learn names
Break a promise
Offer someone a chair
Use sarcasm
Remember important occasion
Shoving ahead
VERBAL COMMENTS>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
INVITING
DIS-INVITING
Thanks
It won't work
Good morning
Call back
We missed you
I don't care what you do
I like that idea
Don't disturb me
Welcome
You outa know better!
I think you can
How could you?
That's OK
That's stupid
Please come in
What you again?
May I help you
Knock it off !
PHYSICAL ENVIRONMENTS>>>>>>>>>>>>>>>>>>>>>>>>>
INVITING
DID-INVITING
Fresh paint
Bad smells
Lots of books
Bare walls
Soft music
Long line
Attractive pics
Cold room
Clean floor and windows
Peeling paint
Books and mags
Nothing to read
Bright hallways
Dark corridors
Clean aromas
Sticky floors
Candy jar/candy
Dead plant
BUTTON PUSHERS
Directions : The following statements are typical of students of different ages. Assume they have said each of them to you after an unpleasant classroom confrontation. Write at least one graceful exit for each statement;
1. I don't know why I have to be in this dumb class anyway.____________________________________________
2. You're the meanest math teacher I ever had________________________________
3. Who ever said that you know how to coach?__________________________________
4. I can't learn anything the way you teach___________________________________
5. This class sucks_________________________________________________
6. I sure wish I didn't have to be doing this stupid science experiment right now__________________________
7. I can't wait for the bell to ring. This class is driving me nuts___________________________
8. You'e not being fair=nobody else gives us weekend homework___________________________
9. I told you I'm not staying after class just because I was 10 minutes late________________________________
10. You can't make me redo this report just because the paper got messed up on the bus.____________________________________
<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
CONFLICT RESOLUTION CONTRACT
Step 1 . Define the problem objectively_____________________________
STEP 2. Describe the feelings of student and teacher
Student feelings____________________________
Teacher fellings____________________________
Step 3. Declare the needs of student and teacher
Student needs_______________________
Teacher needs_______________________
Step 4. Discuss and evaluate potential solutions
Solution 1:_____________________________________
Advantages                                            Disadvantages
1.                                                             1.
2.                                                             2.
3.                                                             3.
SOLUTION 2:___________________________________
1.                                                             1.
2.                                                             2.
3.                                                             3.
Step 5 Decide on  a plan______________________________
Date effectiveness to be evaluated:________________________
Step 6. Determine effectiveness. Plan working ?___________ NOT_______?
Modifications needed______________________________________
Student signature_____________________________
Teacher signature____________________________
Today's date____________________
Evaluate and follow up on (date)__________