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Classroom Management from Linda Albert
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Good Discipline

Linda Albert believes that good discipline depends on
student’s attaining a sense of belonging, participation in
making class decisions, 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.
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
Discipline occurs best when teachers
and students work together in a
genuinely cooperative manner to
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Fundamental
Hypothesis
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
Establish a classroom that is
safe
Provide students a sense of
connectedness and
belonging
Turn all behavior mistakes
into learning opportunities.
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Linda Albert’s Cooperative Discipline
Teachers
everywhere are
troubled by
student
misbehavior.
 This
Leads to:
 Reduced Student
Learning
 Affects the
quality of
teaching.
 Ruins job
satisfaction for
teachers
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It isn’t the end of the world
It can be reversed…
 Classroom
Discipline permits:
 Teachers to work with students in a
cooperative manner
 Teachers and Students make class
decisions together
 Teachers to keep parents involved
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Linda Albert’s Influences
Rudolph
Dreikurs
 Students
urgently want to feel they
“belong” in the class.
 Behave inappropriately
 Mistaken Goals
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 Belonging
=Genuine Goal
 Students
Genuine
&
Mistaken
Goals
must see
themselves as important,
worthwhile, and valued as a
class member
Mistaken Goals:
 Attention (look at me)
 Power (you can’t make me)
 Revenge (I’ll get even)
 Withdrawal (I wont participate)
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Tactics to help Students
Make
connections with others
Contribute
See
to class
themselves as capable
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3 C’s
Capable
Connected
(with others)
Contributing
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Capable
 Sense

of “ I Can”
Belief they are capable of accomplishing work given to them in
school.
Teachers
can increase students sense of capability by:
 Countering
fear of mistakes
 Build Confidence
 Make progress tangible
 Recognize Achievements
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Connected
The
5 “A’s” of connecting
Acceptance
 Attention
 Appreciation
 Affirmation
 Affection

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Contributing
 Students
need to see that they can make school
better for everyone when they contribute to it and
to each other.
 How
to do this… ENCOURAGE
Student input in class matters
 Student contributions to the school
 Student contributions to the community
 Students to work to protect the environment
 Students to help other students

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Class Code of Conduct
 Teachers
should involve students from day 1in
development
 Expected
behavior from EVERYONE
 Teachers
& Students decide on consequences

reasonable
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Conflict may occur anyway
When it does…
1.
Remain calm and relaxed
2.
Listen to student
3.
Attempt to address their concern
4.
Adopt a businesslike attitude and use a calm firm voice.
ALWAYS!! Teachers should remember that encouragement is
their most powerful teaching tool.
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4 Types of Misbehavior

Attention Seeking

Power seeking

Active: AGM-attention getting
mechanisms

Active: temper tantrums, back talk,

Passive: lag behind, slow to comply

Passive: quiet non-compliance

Silver Lining: desires positive
relationship

Silver lining: good verbal skills
leadership ability

Revenge Seeking

Avoidance of Failure

Students suffer real or imagined hurt

Withdrawn

May retaliate

Prefer to look lazy than stupid

Verbal attacks, destruction of
material or environment
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Counter by altering assignments
& plentiful encouragement
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Diffusing Confrontations
Think Through and Practice
1.
Focus on behavior not the student
2.
Take charge of your negative emotions
3.
Discuss misbehavior with student later
4.
Allow student to save face
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More severe confrontations

Graceful Exits- allows teachers to distance themselves from
the situation

Made calmly with poise and WITHOUT sarcasm.

Acknowledge students power but state expectaions

Move away and table matter

(if persists) call the students bluff & deliver closing statement

(if don’t work) TIME OUT
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Implementing consequences
 Think
of consequences as tools for helping
students learn to make better behavior choices.
 Talk
with class about categories

Loss or delay of privileges

Loss of freedom of interaction

Restitution

Relearning appropriate behavior
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4 “R’s” & 6 “D’s”

4 R’s:





RelatedReasonable
Respectful
Reliably enforced
6 D’s






Define
Declare
Describe
Discuss
Decide
Determine
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Sources:
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Charles, C. M., & Senter, G. W. (2008). Building classroom
discipline (9th ed.). Boston: Pearson/Allyn And Bacon.