Ch+6+notes

Authoritative Input from LINDA ALBERT: // Cooperative Discipline // BARBARA COLOROSO: // Inner Discipline // JANE NELSEN and LYNN LOTT: // Positive Discipline // Chapter 6 presents views of several authorities who believe good discipline depends on students’ attaining a sense of belonging, participating in making class decisions, and relating to others with kindness and consideration. As students acquire these attitudes and capabilities, they experience an inner sense of discipline that is manifested in self control and responsible behavior.
 * __ Chapter 6 Discipline through Belonging, Cooperation, and Self-Control  __**
 * LINDA ALBERT **

//__ On Belonging and Cooperation: Cooperative Discipline __//
__ Fundamental Hypothesis of // Cooperative Discipline // __ 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 a sense of connectedness and belonging, and (3) turn every mistake into an opportunity for learning. Linda Albert, a former classroom teacher and counselor, has written a number of books, including // Cooperative Discipline // (1996) and // A Teachers Guide to Cooperative Discipline // (2003). Her work was influenced by the earlier work of Rudolph Dreikurs. Albert’s website is   www.cooperativediscipline.com. Albert has found that teachers everywhere are troubled by student misbehavior, which is reducing student learning, affecting the quality of teaching, and ruining job satisfaction for teachers. To   change this, she emphasizes teachers and students together making class decisions, with cooperative ties to students’ caregivers. Albert says students have a strong need to feel they belong in the classroom, and she devised a means for enabling students to make connections with others, contribute to the class, and see themselves as capable. However, when unable to gain a   sense of belonging, students frequently misbehave by pursuing mistaken goals in an attempt to    belong. Teacher and students together should develop a class code of conduct that stipulates behavior expected of everyone in the class, along with consequences when students transgress. Consequences are tools for helping students learn to make better behavior choices, and the four R’s of consequences help guide their formation. A Six-D conflict resolution plan helps resolve matters under dispute. • Students need to feel that they // belong // in the classroom. This means they must perceive themselves to be important, worthwhile, and valued as class members. • // Mistaken goals //. When students misbehave, their goal usually is to gain attention, gain power, exact revenge, or avoid failure. • // The Three C’s // —capable, connected, contributing—are essential in helping students feel a   sense of belonging. Misbehavior diminishes dramatically when students feel // capable // , // connected // with peers and teachers, and able to // contribute // to the class and elsewhere. • For the first C //, capable // : counter fear of making mistakes, build confidence that success is   possible, make progress tangible, and recognize achievement. • // The Five A’s // for the second C, // connecting // : acceptance, attention, appreciation, affirmation, and affection. • For the third C, // contributing // : encourage input to class matters; contributions to the school, community, and protecting the environment; and helping others. • Teachers should work cooperatively with students to develop a classroom // code of conduct //. The code of conduct stipulates the kind of behavior expected of everyone in the class. • Teachers also should work cooperatively with students to develop a set of // consequences // to be   invoked when the classroom code of conduct is transgressed. Consequences are tools for helping students learn to make better behavior choices. Students are more likely to accept them as fair and reasonable when they participate in developing consequences. • When conflicts occur between teacher and students, the teacher should remain cool and relaxed. Teachers should adopt a businesslike attitude, use a calm yet firm tone of voice, and apply appropriate // “graceful exit” // strategies, which allow teachers to distance themselves from the situation at the moment of misbehavior. • The // Four R’s of consequences // —related, reasonable, respectful, and reliably enforced—help guide the formation of consequences. • A // Six-D conflict resolution plan // helps resolve matters under dispute. • // Encouragement // is the teacher’s most powerful teaching tool available. Few things motivate good behavior as much as teacher encouragement.
 * Main Ideas **

__ APPRAISAL OF THE MODEL __
Albert’s approach has several strengths //. Cooperative Discipline // begins with the logic that behavior is based on // choice // and students choose to behave the way they do. To this end, it gives teachers insight into the needs and goals that students have when they choose to misbehave. Students need to feel they // belong // in the classroom, and the // Three C’s // are essential in helping them with this. Students perceive they belong when they feel capable, are able to connect personally with others, and are able to make contributions to the class and elsewhere. When students do not feel capable, connected, or contributing, their goal becomes one to gain attention, gain power, exact revenge, or avoid failure. Together teachers and students develop a classroom // code of conduct // that defines the behavior expectations and operating principles of the class, and the consequences to be invoked when the code of conduct is violated. Albert sees consequences as tools for helping students make better behavior choices, and reminds teachers of the // four R’s // of consequences. When conflicts do   occur, Albert provides teachers with // graceful exit // strategies that give them specific responses to    confrontive student behavior, and a // Six-D conflict resolution plan // to help resolve matters under dispute. But Albert’s approach has obstacles as well. One is that in order to use // Cooperative Discipline // properly, teachers must accept that students choose their behavior, and that they only can influence student behavior, not directly control it. Further, teachers must allow students to   participate in making choices about their education and their classroom. It requires teachers to   give up class rules and replace them with a classroom code of conduct.

__ Fundamental Hypothesis of Cooperative Discipline __
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 a sense of connectedness and belonging, and (3) turn every mistake into an opportunity for learning. ������ Emphasized the need for teachers and students to work in a genuinely cooperative manner to   establish a safe, orderly, and inviting classroom. ������ Devised the // Three C’s // —capable, connected, contributing—to help students feel they belong in the class. ������ Articulated the // Five A’s // of acceptance, attention, appreciation, affirmation, and affection to   help students feel connected in the class. ������ Identified the // Four R’s of consequences // to help guide the formation of consequences. ������ Outlined a // Six-D conflict resolution plan // to help resolve matters under dispute. ������ Offered dozens of // graceful exits // that allow teachers to distance themselves from the situation at the moment of misbehavior. • Valuable additions to our knowledge about behavior and choice, and student needs and goals for why they behave as they do. • Clarified mistaken goals. • Used a // code of conduct // to define the operating principles of the class and identify behavior expected of everyone. • Explained // belonging // with the Three C’s of cooperative discipline. • Identified // Four R’s of consequences. //  • Outlined a // Six-D conflict resolution plan //. • Gave teachers // graceful exit strategies // to remove themselves from the situation. • Strong on preventing misbehavior. • Asks teachers to accept that students choose their behavior and they only can influence students, not control them. • Asks teachers to allow students to participate in making choices about their education and classroom. • Requires teachers to replace class rules and consequences with a code of conduct. // Mistaken goals. // Students misbehave when they do not feel they belong in the classroom, when they do not perceive themselves as important, worthwhile, and valued. They misbehave in order to attain one of four goals. • // Attention seeking // (“Look at me”) is the most common form of misbehavior, and students have literally dozens of ways to gain attention. • Active attention-getting mechanisms (AGMs): pencil tapping, showing off, calling out, asking irrelevant questions. • Passive attention-seeking: when students dawdle, lag behind, are slow to comply. • Silver lining: Attention-seeking behavior shows that the offending student desires a   positive relationship with the teacher but does not know how to connect. • // Power-seeking behavior // (“You can’t make me”) is probably the most frustrating behavior for teachers. Through actions and words students try to show that they cannot be controlled by   the teacher and will do as they please. • Active power-seeking: temper tantrums, back talk, disrespect, defiance. • Passive power-seeking: quiet noncompliance with teacher requests. • Silver lining: In many students, power-seeking behavior shows good verbal skills, leadership ability, assertiveness, and independent thinking. • // Revenge-seeking behavior // (“I’ll get even”) often is aggressive and violent. When students suffer real or imagined hurts in class, a few may set out to retaliate against teachers and classmates. • Revenge-seeking students may verbally attack the teacher, destroy materials or room environment, or even physically attack teachers or other students. • // Avoidance-of-failure behavior // (“I won’t participate”) comes from students who feel they cannot live up to the expectations of themselves or others. • These students withdraw and make little effort in class. • Teachers can counter withdrawal by using concrete learning materials, teaching small steps, teaching to the various intelligences, and offering specialized help. Teachers must show belief in the students and help remove students’ negative thoughts about their ability to succeed. Students, needing to feel that they // belong // in the classroom, must perceive themselves to be   important, worthwhile, and valued. // The Three C’s of cooperative discipline // are essential in helping students feel a sense of   belonging. • // Capable // —that students are capable of accomplishment. Capable stresses students’ sense of “I can.” Teachers help students understand that mistakes are okay, build confidence that success is   possible, make progress tangible by focusing on past successes, and recognize achievements. • // Connected // —that students are able to connect personally with peers and teachers. • // Contributing // —that students see that school has purpose that can be fulfilled better when they make contributions to the class and each other. Teachers help students feel they are needed by encouraging students’ contributions in class and to the school and community, encouraging students to work to protect the environment, and encouraging them to help other students. By using the // Five A’s of connecting //, teachers help students feel connected to others. • // Acceptance // —that it’s all right for each student to be as he or she is regarding culture, abilities, disabilities, and personal style. • // Attention // —being available to others, by sharing time and energy with them in meaningful ways. • // Appreciation // —showing students that we are proud of their accomplishments, expressed through compliments and gratitude given orally, in writing, or behaviorally. • // Affirmation // —recognizing desirable traits such as courage, cheerfulness, dedication, enthusiasm, friendliness, helpfulness, kindness, loyalty, originality, persistence, sensitivity, and thoughtfulness. • // Affection // —given freely, shows closeness and caring. To make progress tangible, have students compile // albums and portfolios // of things they have accomplished at school. To encourage student contributions to the school, create a // Three C Committee, // whose purpose is   to think of ways to help students feel more capable, connected, and contributing. To encourage students to help other students, establish a // circle of friends // who make sure that everyone has a partner to talk with, to sit with during lunch, and to walk with between classes. Avoiding and defusing confrontations • Focus on the behavior, not the student. • Take charge of your negative emotions. • Allow the student to save face. For more severe confrontations, teachers should use // graceful exits // that are calm, poised, and without sarcasm, to distance themselves from the situation. • Acknowledge the student’s power. • Then move away from the student and // table the matter // to talk about it later. • If defiance persists, call the student’s bluff with a closing statement: “Let me get this straight. I asked you to complete your assignment and you are refusing. Is that correct?” Write down what the student says. • If the student will not calm down, have the student take time out in the classroom or in a   designated room. // A code of conduct // specifies how everyone, including the teacher, is supposed to behave and interact. // A set of consequences // defines the operating principles of the classroom. Consequences are tools to help students make better behavior choices.
 * Albert’s Contributions to Classroom Discipline **
 * Strengths of Albert’s Work Challenges of Albert’s Work **

//__ Four categories of consequences __//
• // Loss or delay of privileges // —such as a favorite activity. • // Loss of freedom of interaction // —such as talking with other students. • // Restitution // —such as return, repair, or replacement of objects; doing school service; or   helping students that have been offended. • // Relearning appropriate behavior // —such as practicing correct behavior for given situations.

//__ The four R’s of consequences __//
• // Related // —student is asked to do something related directly to the misbehavior. • // Reasonable // —consequence is proportional to the misbehavior, and is intended to teach not punish students. • // Respectful // —consequence is invoked in a friendly but firm manner, with no blaming, shaming, or preaching. • // Reliably enforced // —teachers invoke consequences and follow through in a consistent manner.

__ The Six-D conflict resolution plan __
• // Define // the problem objectively, without blaming or using emotional words. • // Declare // the need—tell what makes the situation a problem. • // Describe // the feelings experienced by both sides. • // Discuss // possible solutions. Consider pros and cons of each. • // Decide // on a plan. Choose the solution with the most support from both sides. Be specific about when it will begin. • // Determine // the plan’s effectiveness. Arrange a follow-up meeting after the plan has been in   use for a time in order to evaluate its effectiveness.
 * BARBARA COLOROSO **

//__ On Inner Self Control: Inner Discipline __//
__ Fundamental Hypothesis of // Inner Discipline // __ Discipline occurs best when teachers help students acquire an inner sense of self-control, developed through trust, assigning responsibility, and giving students power to make decisions. With her book, // Kids Are Worth It: Giving Your Child the Gift of Inner Discipline // (1994, 2002) and the // Kids Are Worth It! // video and audio tapes and workbooks, Barbara Coloroso assists educators in developing a discipline system of trust, respect, and success in school. Her book // The // // Bully, the Bullied, and the Bystander: How Parents and Teachers Can Break the Cycle of  // // Violence // (2003) focuses on matters related to bullying. Coloroso talks about teaching kids to   think and act ethically in her book, // Just Because It’s Not Wrong Doesn’t Make It Right // (2005). Coloroso is a former Franciscan nun, now a parent, teacher, workshop leader, author, and affiliate instructor at the University of Northern Colorado. Her website is www.kidsareworthit.com. Coloroso emphasizes helping students develop self-control. Her major focus is on guiding students to make their own decisions and take responsibility for their choices, and teachers and students must work closely together in the process. She believes that teachers must truly believe students are worth every effort made on their behalf, must treat students with respect and dignity, and must help students by asking them how they plan to solve the problem, thus making students take responsibility for resolving problems they encounter • The ultimate purpose of discipline is to enable students to make intelligent decisions, accept the consequences of their decisions, and use the consequences to help them make better decisions in the future. Recognizing the relationship between decisions and their consequences teaches students that they have control over their lives, a requisite for developing // inner discipline. //  • Students have the right to be in school, but they also have the responsibility to respect the rights of those around them. // Rights and responsibilities // go hand in hand. • // Punishment // is psychologically hurtful to students and likely to provoke anger, resentment, and additional conflict. Students typically respond to punishment with the // three F’s // —fear, fighting back, or fleeing. • // Proper discipline // does four things that lead students toward positive behavior: (1) Shows students what they have done wrong; (2) Gives them ownership of the problems created; (3) Provides them ways to solve the resultant problems; and (4) Leaves their dignity intact. Discipline helps students learn how to handle positively problems they will encounter throughout life. • // Misbehavior // falls into three categories: mistakes, mischief, and mayhem. // Mistakes // are simple errors that provide opportunity for learning better choices. // Mischief, // although not necessarily serious, is intentional misbehavior, and provides opportunity to help students find ways to fix what was done and learn how to avoid doing it again, while maintaining their dignity. // Mayhem, // willfully serious misbehavior, calls for application of the Three R’s of   reconciliatory justice. • // The Three R’s of reconciliatory justice // provide guidance in helping students take responsibility and accept consequences. // Restitution // means doing what is necessary to repair damage that was done. // Resolution // involves identifying and correcting whatever caused the misbehavior so it won’t happen again. // Reconciliation // entails healing relationships with people who were hurt by the misbehavior. • Teachers should bring students face to face with their problems and explore means of   resolving them. Teachers must ask themselves: “What is my goal in teaching?” (what they   hope to achieve with learners) and “What is my teaching philosophy?” (how they think they    best can accomplish the task). • Teachers should allow and respect student decisions, even those clearly in error, and let students experience the consequences unless, of course, the consequences lead to situations that are physically dangerous, morally threatening, or unhealthy. • Teachers never should rescue students by solving thorny problems for them because it sends the message that students don’t have power in their lives and another person must take care of   them. • When faced with a problem, students should identify and define it, formalize a plan, carry it   out, and reevaluate the problem and the solution.
 * Main Ideas **

__ APPRAISAL OF THE MODEL __
Coloroso provides a tangible philosophy of discipline that is humanistic and focused on   preserving dignity and a sense of self worth. She believes in students’ ability to accept ownership of their problems, resolve those problems, live by the consequences of their decisions and, in   doing so, take charge of their lives. Coloroso sees discipline as a school-wide concern. Students would understand their right to be in school and their responsibilities to respect the rights of   others and to be involved actively in their own behavior and learning. Adults in the school would provide safe choices for helping students become more responsible. The fact that Coloroso’s philosophy is not a highly structured plan will challenge those who want specific guidelines and strategies. This will be a strength for those who want to use these ideas in   their own way. Furthermore, for discipline to be a school-wide concern will require effort from everyone to establish a positive climate that permits students and teachers to solve problems, make mistakes, and profit from the mistakes. **__ Fundamental Hypothesis of __****//__ Inner Discipline __//** Discipline occurs best when teachers help students acquire an inner sense of self control, developed through trust, assigning responsibility, and giving students power to make decisions.

**__ Coloroso’s Contributions to Classroom Discipline __**
������ Depicted classrooms as places to learn problem solving and develop // inner discipline //. ������ Viewed teachers as guides, supporters helping students to manage their own discipline. ������ Described how punishment and discipline differ, and identified principles of proper discipline. ������ Delineated three categories of // student misbehavior // —mistakes, mischief, and mayhem. ������ Described the application of the // Three R’s of reconciliatory justice // —restitution, resolution, and reconciliation.

**__ Strengths of Coloroso’s Work Challenges of Coloroso’s Work __**
• Provides a tangible philosophy of discipline that is humanistic and focused on   preserving dignity and a sense of self worth. • Advocates students’ ability take charge of their lives by accepting ownership and resolving their own problems, and living by the consequences of their decisions. • Guides adults to allow students to make safe choices in order to become more responsible. • Not a highly structured plan. This will challenge those who want specific guidelines and strategies (but be a strength for those who want to use these ideas in   their own way). • For school-wide discipline, everyone must participate in creating a positive climate that permits students and teachers to solve problems, make mistakes, and profit from the mistakes. Some see this as another task that takes time and energy they do not have. • Requires that teachers avoid rescuing students, but rather allow them to   experience the consequences of their choices. • Shows students what they have done wrong. • Gives them ownership of the problem created. • Gives them ways to solve the problems. • Leaves their dignity intact. // Punishment // cannot do these things. • // Mistake // —simple errors that provide opportunity for learning better choices. • // Mischief // —not necessarily serious, but intentional misbehavior that provides opportunity to   help students find ways to fix what was done and learn how to avoid doing it again, while retaining their dignity. • // Mayhem // —willfully serious misbehavior that calls for application of the Three R’s. ** The ****// Three R’s of reconciliatory justice //**** provide guidance in helping students take ** • // Restitution // —to somehow repair whatever damage was done. • // Resolution // —involves identifying and correcting whatever caused the misbehavior so it won’t happen again. • // Reconciliation // —entails the process of healing the relationships with people who were hurt by   the misbehavior. **// Steps to problem solving //**** : ** • Identify the reality and define the problem. • List possible solutions for dealing with the problem. • Evaluate the options. • Select the option that seems most promising. • Make a plan and carry it out. • In retrospect, re-evaluate the problem and the solution.
 * Proper discipline does four things: **
 * // Three levels of misbehavior:  //**
 * responsibility and accept consequences. **
 * JANE NELSEN and LYNN LOTT **

//__ On Encouragement and Support: Positive Discipline __//
__ Fundamental Hypothesis of // Positive Discipline // __ Discipline occurs best when teachers provide classrooms that are accepting, encouraging, respectful, and supportive—which together enable students to behave with dignity, self-control, and concern for others. Jane Nelsen and Lynn Lott are educators who share their views on discipline through lectures, workshops, and printed and video material. Their former co-author, H. Stephen Glenn, died in   2002. Their goal is to help adults and children learn to respect themselves and others, behave responsibly, and contribute to the betterment of their groups. Their book // Positive Discipline in // // the Classroom // (2000) helps teachers establish learning climates that foster responsibility, mutual respect, and cooperation. Their books and teaching materials may be viewed on their web site: www.empoweringpeople.com. Nelsen and Lott contend that all students can learn to behave with dignity, self-control, and concern for others. The key to fostering this development lies in providing structure that allows students to see themselves as capable, significant, and able to control their own lives. Nelsen and Lott believe that these desirable traits are more likely to develop in groups that hold class meetings on a regular basis, where everyone participates. Class meetings are structured to resolve problems so everyone is satisfied and so participants learn and practice life skills. • Students need to perceive themselves as capable, significant, and able to control their own lives. Class meetings encourage these perceptions. • Good relationships are prevented or fostered by teacher behaviors. // Barriers // prevent good relationships because they are disrespectful and discouraging. // Builders // foster good relationships because they are respectful and encouraging. • // Class meetings // promote social skills such as listening, taking turns, hearing different viewpoints, negotiating, communicating, helping one another, and taking responsibility for one’s behavior. They also strengthen academic skills because students must practice language skills, attentiveness, critical thinking, decision making, and problem solving. • Mutual respect begins to grow when teachers involve themselves as partners with students in   class meetings. • // Eight building blocks //, each focusing on a particular skill, help ensure effective class meetings. • Nonpunitive solutions follow the // Three R’s of Solutions // : related to what someone does wrong, respectful of the individual as a person, and reasonable.
 * Main Ideas **

__ APPRAISAL OF THE MODEL __
// Positive Discipline in the Classroom // is intended to empower students to become more successful in life as well as in the classroom. The underlying belief in this approach is that discipline problems can be diminished greatly as students acquire the skills of accepting others, communicating effectively, showing respect, and maintaining a positive attitude. The approach uses class meetings as the means for groups to identify problems and find solutions. Regular and frequent class meetings, then, become learning opportunities; students learn important life skills when they help each other find positive solutions to problems. Students realize that they have positive control over their lives and learn to behave responsibly. The system Nelsen and Lott advocate has its challenges. They provide suggestions and cautions, but the discipline system is not highly structured. It is for teachers to adapt the suggestions to   their needs and realities. For those who want to use these ideas in their own way, this will be a   strength. However, for others who want a structure they can administer with immediate results, this will be a weakness. The Nelsen and Lott approach requires time, both for organizing the system and for settling the students. Results may be somewhat slow, but they probably will be   more permanent than those attained in discipline systems based on reward and punishment. **__ Fundamental Hypothesis of __****//__ Positive Discipline __//** Discipline occurs best when teachers provide classrooms that are accepting, encouraging, respectful, and supportive—which together enable students to behave with dignity, self-control, and concern for others. ������ A strategic approach to classroom interaction, rather than a packaged system. ������ Explained how teachers can stop directing students and begin working with them. ������ Coached teachers to move beyond consequences and think in terms of solutions that focus on   helping students do better in the future. By doing this, problems become opportunities for learning. ������ Provided suggestions and cautions for conducting successful class meetings. • Uses regular and frequent class meetings for groups to identify problems and find solutions, and provides steps for successful meetings. • Class meetings provide opportunities for students to learn important life skills when they help each other find positive solutions to problems. This, in turn, helps students realize that they have positive control over their lives and learn to behave responsibly. • Offers suggestions and cautions for teachers to adapt to their needs and realities, without much structure. • For teachers who want a structure they can administer with immediate results, this will be a weakness. • Requires time, both for organizing the system and for settling the students. • Results may be somewhat slow, but they probably will be more permanent than those attained in discipline systems based on reward and punishment. Teachers show they care when they get to know students as individuals, encourage them to see mistakes as opportunities to learn and grow, and believe in their ability to make meaningful contributions. // Barriers // hinder caring relationships by being disrespectful and discouraging to students. // Builders // support and nurture caring relationships. • Barrier 1: Assuming vs Builder 1: Checking • Barrier 2: Rescuing/Explaining vs Builder 2: Exploring • Barrier 3: Directing vs Builder 3: Inviting/Encouraging • Barrier 4: Expecting vs Builder 4: Celebrating • Barrier 5: “Adult-isms” vs Builder 5: Respecting **// Building blocks to effective class meetings //**** : ** 1. Form a circle. 2. Practice compliments and appreciations. 3. Create an agenda. 4. Develop communication skills. 5. Learn about separate realities. 6. Recognize the reasons people do what they do. 7. Practice role playing and brainstorming. 8. Focus on nonpunitive solutions. Apply the // Three R’s of Solutions // to move toward nonpunitive solutions. Teachers explain to   students that they never intend to punish or belittle them in any way, and when students do    something wrong, they will try to help them behave more appropriately. The help they provide always will be   • // Related // to what the student has done wrong • // Respectful // of them as persons • // Reasonable //. .
 * Nelsen and Lott’s Contributions to Classroom Discipline **
 * Strengths of Nelsen and Lott’s Work Challenges of Nelsen and Lott’s Work **