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Classroom Management from Linda Albert

BY:

HEATHER TAYLOR

Good Discipline

Linda Albert believes that good discipline depends on

students 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.

Fundamental
Hypothesis

Discipline occurs best when

teachers and students work
together in a genuinely cooperative
manner to

Establish a classroom that

is safe

Provide students a sense

of connectedness and
belonging
Turn all behavior mistakes
into learning opportunities.

Linda Alberts 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 isnt 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

Linda Alberts Influences

Rudolph

Dreikurs

Students

urgently want to feel they

belong in the class.
Behave inappropriately
Mistaken Goals

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 cant make me)
Revenge (Ill 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

3 Cs
Capable

Connected

Contributing

(with others)

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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 As 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
Teachers

behavior from EVERYONE

& 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: quiet non-compliance

Silver lining: good verbal skills

leadership ability

Passive: lag behind, slow to comply

Silver Lining: desires positive

relationship

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

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 dont 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 Rs & 6 Ds

4 Rs:

Related-

Reasonable

Respectful

Reliably enforced

6 Ds

Define

Declare

Describe

Discuss

Decide

Determine

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Sources:

Charles, C. M., & Senter, G. W. (2008). Building

classroom discipline (9th ed.). Boston: Pearson/Allyn
And Bacon.