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Katie Yankey Dr. Jean Hawk February 26, 2013 EDUC 370 Cooperative Discipline Dr. Linda Albert composed the Cooperative Discipline Model for Classroom Management as a guide for teachers to use to create a positive teacher-student relationship. Albert emphasizes that students choose their behavior, and we have the power to influence not controltheir choices (Albert in Manning & Bucher, 2003, p. 239). Albert used her prior education experiences to create this model and has written in numerous journals outlining the importance of it. She has her masters degree in education, a doctorates degree in psychology, and has previously worked as a counselor, columnist, university professor, and a former classroom teacher. Albert has taken the knowledge she learned in these fields and has created her own model on how to have better classroom management through her Cooperative Discipline Model. Linda Alberts Cooperative Discipline Theorys main focus is to create a classroom that has a positive student-teacher relationship. She believes that when this relationship has been created then real learning can be achieved. Albert stresses the importance of positive teacher encouragement toward the students, because this will correct any misbehavior. One main idea that Albert believes will create a positive classroom environment is by helping students feel accepted by using The Three Cs (Charles & Senter, 2005, p. 204-208). The Three Cs consist of students feeling capable, connected, and make contributions. Alberts first C, capable involves every students need to feel that they can achieve the assigned task. Most students are

fearful of making mistakes, which immediately needs to be expelled by the teacher, and instead the teacher should focus on building the students confidence. Teachers can also help students feel capable by recognizing their achievements and focusing on their past successes. The Three Cs also focuses on students making valuable connections with both peers and teachers. Albert believes that this can be done through the use of the five As: acceptance, attention, appreciation, affirmation, and affection (p. 206-207). The five As should really be demonstrated by the teacher, and in return the students will adopt them as well, and treat each other in the same manners. The last of The Three Cs is contribution. This should mainly be done through encouragement by the teacher to help the students feel pride in themselves, their school, community, environment, and most importantly how they interact with one another (p. 207-208). The Three Cs model will create a more positive classroom atmosphere as well as better student to student relationships and student to teacher relationships. Alberts Cooperative Discipline model later describes the four types of student misbehaviors: attention seeking, power seeking, revenge seeking, and avoidance of failure (203). The attention seeking student is one who acts out trying to gain the attention of the teacher or of his/her peers. The student will try to make disruptions and can be very frustrating to a teacher. Albert believes that this student needs to receive a lot of positive recognition whenever he/she acts in an appropriate manner. The power seeking student is going to constantly push the boundaries of the classroom, and see how far he/she can push the teacher. Instead of getting upset with this student the teacher should, however, give the student a variety of choices (p. 203). The decision of what this child is going to do, ultimately falls upon the student, but with teacher directed choices. The revenge seeking student is a very upset child. This student sees the teacher or another student as an easy target for which he/she can take

his/her anger out on (p. 203-204). This student needs to be taught how to appropriately express their pent up hostility, so that it does not reach a more serious point. The final student misbehavior is the avoidance of failure. This child is scared to fail, and needs to be offered a lot of positive encouragement, but the teacher also needs to be willing to alter assignments to help accommodate this child (p. 204). Albert truly believes that a childs misbehavior is completely controllable by that child, for teachers, Cooperative Discipline focuses on how to deal with the rising incidence of misbehavior in a positive manner conducive to building teachers esteem (Albert, Kyle, & LePage, 1991, p. 262). Every day a student is in control of how they are going to act, which is why it is important for a teacher to help mold that behavior. Albert continues with her concept of eliminating classroom rules. She believes that conducting a classroom code of conduct is less tempting for students to try and rebel against than a classroom set of rules. She encourages teacher, student, and parent involvement in the making of the code of conduct, and encourages students to also come up with consequences for actions. Albert also continues to discuss how teachers should communicate with a students parent. In this parent-teacher relationship, Albert believes in using another five As model. This model consists of accepting parents without prejudices, attending carefully to what parents say, appreciate the parents effort and support, affirming the students strengths and qualities, and finally showing affection for the child (Charles & Senter, 2005, p. 211). Alberts model continues with methods to avoid and diffuse confrontations and how to also deal with severe confrontations by using her graceful existing approach (p. 212). She also helps teacher understand how to create effective consequences by using the four Rs: related, reasonable, respectful, and reliable. Albert then discusses how to effective resolve classroom conflicts by using her six Ds plan: define the problem, declare the need, describe feelings, discuss solutions,

decide on plan, and finally determine the plans effectiveness. By using these steps in a classroom environment, Albert believes that a positive climate will be created. The main concept from her whole theory is to stay positive and supportive of students, because this way they will decide on using appropriate behavior. In the classroom, Alberts theory is used in a primarily teacher directed role. It is the job of the teacher to guide the students to positive behavior, rather than them just naturally acting so. This classroom will need a positive, encouraging, calm, and collected teacher. In Alberts model it is important not to argue with a misbehaving student, but instead address the problem the child is creating and not blame the child. The teacher should never raise his/her voice or show any facial frustrations. This classroom will have more of a community feel than a normal classroom. Parents and community volunteers will hopefully have a presence in how the classroom runs, but more importantly the students will take pride in their life around them, and will enjoy being around everyone in their classroom. The teacher will start at the beginning of the year as the role model for how to act, but by the middle of the year the students should be acting this way on their own. Manning and Bucher, authors of Classroom Management Models, Applications, and Cases criticize Alberts Cooperative Discipline Theory by stating that it does not have enough diversity research behind it for todays growingly diverse classrooms (p. 243). The research may not have focused on diversity within the classroom, but using Alberts model does not discriminate against any diversity. The main focus of Alberts model comes from encouraging students to become more successful, which is a benefit to any student from any ethnic background.

I believe that Alberts, Cooperative Discipline Theory will be one I use daily in my classroom. I truly agree with Albert when she says that students are in control of their behaviors. I believe that they do decide how they are going to act each day, even if their actions have nothing to do with school. Teachers play an important role when it comes to shaping a childs behavior, because our attitudes and behaviors are the ones they see the majority of the time. It is vital to know that misbehavior is chosen by the student in a misdirected attempt to fulfill that need to belong (Albert, Kyle, & LePage, 1991, p. 263). I think it is important to encourage students, rather than de-courage, because the ones acting out are normally the ones who never receive encouragement from anyone. I believe as a teacher it is important to have a professional authorative friendship with your students. Like in Alberts Three Cs model, making connections and relationships with students is extremely important. These relationships need to not be created through fear, but instead a friendship based on success. The teachers main goal should be for all the students to succeed and reach their maximum potential, and the students should want for their teacher to want for them to succeed. By creating a classroom focused on positive encouragement, relationships, and important ways to deal with confrontations, I believe that Linda Alberts Cooperative Discipline Theory is one that is very effect in the classroom.

References Albert, L., Kyle, P., & LePage, A. (1991). Developing Cooperative Interaction in Schools for Teachers and Administrators. Individual Psychology: The Journal of Adlerian Theory, Research & Practice. 47(2), 261-265. Charles, C.M., & Senter, G.W. (2005). Building Classroom Discipline eighth edition. Pearson Education. Retrieved from: http://faculty.washington.edu/cadavis1/503%20Readings/AlbertChapter.pdf Manning, L., Bucher, K. (2003). Classroom Management Models, Applications, and Cases. New Jersey: Pearson Education.