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-What is the theory/philosophy (definition)?

Discipline works when the teacher and students cooperate in a cooperative manner that establishes a safe space provides a sense of belonging and turns behavior mistakes into a learning experience.

- How do the originators of the theory 'see' children? How do the originators of the theory view the relationships between children and adults?

Albert believes students yearn for a need to belong in the classroom. The student's behavior will not participate if the teacher does not achieve their needs/goals. Therefore, the student will reach "mistaken goals and needs" that satisfy their sense of belonging.
The main issue that brought this theory was the reoccurrence of teachers who are troubled by student misbehavior. Albert uses a cooperative system model that allows the teacher to engage with the students by working with them.

-What is the core guideline or message the management system/theory sends to children or others in practice?

>The theory enables teachers to apply strategies to engage individual students in the classroom.

>Encouragement strategies prevent the misbehavior of the students.

>Teachers and students must work together. Otherwise, the communication between the two will not work.

>The students have a voice as the teacher provides a safe space.

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How do we practice Cooperative Discipline?

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How do we practice Cooperative Discipline?

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-What does the theory look like in action (in practice)? What does the class climate look like, sound like, feel like, etc. when this management system/theory is in practice?

Cooperative discipline is community based and requires teachers to hear students and help them achieve a sense of place in the classroom. Teachers will notice out of place behaviors specifically:

*Revenge Seeking- Rude remarks, destruction of materials, direct attacks
*Attention Seeking- Excessive noise, off-task behaviors
*Power Seeking- Challenging the teacher, incompliance
*Avoidance of Failure- Withdrawn, avoiding work

Noticing these behaviors and discerning their cause is the first step towards correction. Rather than telling students to stop these behaviors, cooperative discipline suggests using this incident to model or introduce better ways of achieving in the classroom environment. Some useful examples include:

*Revenge Seeking- Meeting with the student in a calm manner and trying to build a rapport with each student.
*Attention Seeking- Using proximity as well as "I Messages" that, contrary to telling them to stop, makes the request more personal between the two parties.
*Power Seeking- Give the students options (that are still within the framework of the class) for their work to increase the sense of control or give them some extra responsibility that they can manage.
*Avoidance of failure- Modeling task management or employing strategies for multiple learning styles as well as enforcing a classroom accepting of failures and growth from failures

Using these methods will help students feel heard and develop a sense of responsibility in the classroom as they now know (and hopefully will practice) positive behaviors. The classroom comes to feel like a comfortable space with clearly defined expectations for students. While the teacher may begin with modeling these behaviors, the students will propagate these behaviors and expectations to other class members.

-What field or lived scenarios demonstrate your assigned classroom management theory?

Noah: I personally practiced methods for helping students avoiding failure as well as those seeking attention. During a project with multiple parts, some students were left idling as there were limited materials to go around. I was able to guide them towards other solutions such as working on a different part of the project or using a different method to complete the task. Rather than sitting around, we were able to discover alternatives that led them to be more flexible in their execution and be more productive with their time. In another scenario, some students were flicking coins as well as tapping markers on the table. First, I tried proximity. When standing close, they stopped but picked back up again when I left. I decided to use "I Messaging" to communicate how they were disrupting not only me, but the rest of the class and made concentration difficult. The problem ceased after this point.

-What are some tips we could use to carry out the theory?

*Having rules/expectations as well as the consequences for not following them readily available will set an early precedent for types of acceptable behavior and give you something to point to.
*It is important to keep your cool. You are modeling behavior to your students in everything you do, even if you don't realize it.
*Be sure to praise students for doing things right! Even small victories need to be celebrated. Just make sure the praise is both genuine and used at appropriate times.

-What are the challenges with implementation?

*You need to be careful not to misidentify causes of behavior, otherwise the strategies you employ may not actually fix the issue.
*Working with individual students means splitting your attention from the whole class. This means you may be taking time from the rest of class to slowly assess and rectify individual problems.

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By: Merrill Harmin

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I believe this is a good classroom management strategy because it allows students to choose maturely how they want to behave in the classroom. Students usually tend to act out on bad behavior when they receive the attention they seek. I believe that practicing a democratic classroom is very effective because it shows students that their voice counts.

Although this is a great teaching strategy, there could be some flaws. This strategy suggests that teachers need to figure out what type of mistaken behavior is the student acting on, a teacher could make a mistake in identifying the mistaken behavior of the student. By mistaking the faulty behavior, this could lead in not being able to successfully deal with a student acting who is acting out.

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I believe this is a good classroom management strategy because it allows students to choose maturely how they want to behave in the classroom. Students usually tend to act out on bad behavior when they receive the attention they seek. I believe that practicing a democratic classroom is very effective because it shows students that their voice counts.

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What are the pros and cons of this type of classroom management? The good or bad?
Understanding our students is key to how we teach and help them. The way teachers and students react is solely by choice, which is how we need to think when correcting misbehavior. We make the choice whether we react with anger or stay calm yet firm. Students just want to be heard and seen, and acting out is usually their way of seeking that attention. While teachers try to stay calm it could be hard to correct the behavior without getting too upset. In this theory you are naming the behavior, rather than making a student that said behavior. In doing so you could name the wrong behavior and then try to correct the wrong thing and leave a harmful or useless affect on the student. However, naming the correct behavior will allow you to understand and better help that student. The way we interact with students will tell them a lot about how they should behave. We, as teachers, are models for your students. Placing this theory and practice in a classroom does not happen over night. You need to set expectations from day one. "What you expect is what you get." (pg 9 Albert)

How might a child and the class of children feel when this theory is in practice?
Students will become leaders in their classroom when this theory is in place. They will be heard and able to make decisions in their learning and behavior to prepare them to become responsible citizens for their school and community. Students will be able to have more class time and less distractions if they work together with their teacher to act respectfully and responsibly. Having a voice and a teacher that is willing to take the time to understand, rather than send them right to the office, is extremely beneficial. Students will not be shut down or belittled, but respected. Guidelines to effective consequences is "related, reasonable, and respectful." (pg 73 Albert) Implementing this into consequences will allow the students to realize and reflect on the given behavior or action, which comes back to only working on the behavior being shown and not referring back to the past. Simply expecting students to only be responsible and respectful in their behavior is not enough. Giving them task in the classroom is a great way of giving them a responsibility and always encourage their contributions to the school, classroom and community. This is another way in allowing students to be heard and seen. Ideas should always be welcomed, as well as mistakes. Mistakes are stepping stones towards the right direction and students should not be afraid in the classroom of being judged or told they "messed up".  All students want it to be heard and seen. Giving this to them will help them in their confidence and behavior because they will not feel the need to act out to be noticed.

What parts/tenets of the theory are most valuable?
The number one part of this theory is labeling a behavior and not the student. This is powerful because a student is not their behavior in the moment. By taking the labels away from your students you will not create a bias or resentment towards them, but work towards a greater goal. If a student were to misbehave again you can only focus on that moment and behavior and not reflect on the past. You also must take action right away before the situation gets out of hand. This could be a calm, yet firm, way of saying their name, standing close by, or using the behavior (not the student) in an in-class example. By taking care of the behavior in that moment that could allow you and the student time to group your thoughts and have a conversation later on. If you were to have a conversation right away you nor the student will hear what the other is saying because you both will be defending yourselves. We need to build on our students strengths and give them encouragement when needed, especially when good behavior is being shown. Always pay attention and get to know your students. When they see that you are on their side they will be on your side.

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Consistency Management & Cooperative Discipline

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Consistency Management & Cooperative Discipline

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https://www2.ed.gov/pubs/ToolsforSchools/cmcd.html

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Tools for Schools - April 1998
What Is It?

Consistency Management & Cooperative Discipline (CMCD) is a research-based, classroom and school reform model that builds on shared responsibility for learning and classroom organization between teachers and students. The program works with geographic feeder systems of schools from pre-kindergarten through twelfth grade that includes all students, teachers and administrators in one geographic area of the city. The program provides sustained messages to children about what it means to be self-disciplined. Messages that are changed every year or are inconsistent for every classroom diminish discipline and achievement.

Consistency Management & Cooperative Discipline also provides a sustainable message for all who work with children: administrators, teachers, specialists, aides, cafeteria workers, and bus drivers. The project provides support to educational professionals and staff over a 3-year period through staff development, school-based facilitators, and ongoing research data on student and teacher perspectives of school climate and discipline referrals to the office (which is provided to the schools throughout the year). The teacher is able to create a consistent but flexible learning environment and joins with the students in establishing a cooperative plan for classroom rules, procedures, use of time, and academic learning that governs the classroom, all within a developing democratic structure. Classrooms and schools are usually the last place one finds democratic principles, but they should be the first.

The Consistency Management & Cooperative Discipline philosophy incorporates five themes in order to build resilience with inner-city youth:

Prevention -- classroom management is problem prevention rather than problem solving, thus reducing the need for intervention;

Caring -- a caring environment is the foundation for school reform (students want to know how much you care, not how much you know);

Cooperation -- moving from tourists to citizens leads to ownership, involvement and greater opportunities for student self-discipline;

Organization -- classroom organization is a mutual responsibility that adds valuable teaching and learning time and builds student ownership and self-discipline; and

Community -- a tapestry of parental and community involvement activities and events are necessary to link school with home and meet the needs of the changing American family.

Each theme includes strategies and activities that allow students to become real partners in the classroom.
The definition for the Consistency Management & Cooperative Discipline program is evolving. It is being expanded by those most closely influenced by the program teachers, students, administrators and parents. This evolution is also being shaped by longitudinal research studies of classroom environments, discipline and learning.

Why Did It Get Started?

The program was first implemented in 1986-1987 at the invitation of the Houston Independent School District and the faculty and administration of five elementary schools identified as the lowest academic performing schools in Texas. The faculty and administration identified classroom management as the greatest barrier to school improvement and the academic success of their children. Research that began during this time period was extended when the Consistency Management & Cooperative Discipline program was asked to participate in the National Center on Education In The Inner Cities. During the last 4 years, the program has expanded to middle and high school levels, providing support for entire geographic feeder patterns of schools in the inner cities. Currently, the Consistency Management & Cooperative Discipline program is in feeder patterns of schools in Houston, Chicago, Norfolk and Amsterdam, Netherlands.

How Does It Work?

The Consistency Management & Cooperative Discipline Project seeks to turn student "tourists" into student "citizens' by helping educators create active classrooms where cooperation, participation, and support are the cornerstones. As students move from one grade level to the next and from one school to the next (elementary, middle and high school), they continue to experience expanding opportunities for active participation in the management of their classrooms and schools.

As the name suggests, Consistency Management & Cooperative Discipline has two distinct components.

Consistency Management focuses on classroom and instructional organization and planning by the teacher. From seating arrangements to passing out papers, sharpening pencils, attendance taking, using time, and providing equal opportunity to participate in class, the teacher, as the instructional leader, creates a supportive and caring environment in which all members can participate and learn.

Cooperative Discipline expands the leadership roles in the classroom from the teacher to the students. It gives all students the opportunity to become leaders. Given multiple chances for leadership in small and large ways, students gain the experiences necessary to become self- disciplined. Students are partners and stakeholders in the classroom, from creating a classroom constitution to establishing new job responsibilities for some fifty tasks that teachers usually take upon themselves.

The staff development program is timed to match the needs of teachers and students. The first Consistency Management & Cooperative Discipline session is held in the Spring, with an all-day workshop and a follow-up in May. This is timed when the need for caring and peaceful learning environments are at a premium. A second 2-day workshop is provided before school begins in August; four 3-hour workshops are held approximately once every 2 months after school from September until March. Thirty-six contact hours of faculty and principal development are provided to each Consistency Management & Cooperative Discipline program school.

During the second year, an all-day before-school workshop is provided to the original cohort of teachers, and a second set of four staff development sessions are presented in year 2 for teachers new to the schools. High-implementing teachers also become Consistency Management & Cooperative Discipline facilitators for the school and are responsible for keeping the knowledge base of the program at the classroom and school level. Sessions for the new teachers include training on the development of classroom rules and procedures, effective use of instructional time, student motivation, teacher self-assessments and peer observations, school management, community and parental involvement, and faculty-administrator team building.

What Are The Costs?

Costs vary based on the size of the school and the number of students. The planning year is a 6-month period that begins in January and ends in July. The cost for planning the initial implementation period is about 1 to 2 percent of the school budget. The planning year also includes two implementation workshops. The second and third years reflect full implementation and require a full-time Consistency Management & Cooperative Discipline facilitator for every three elementary schools and one facilitator for each secondary school. The costs for the second and third years are 3 to 5 percent of the total school budget.

How Is The Model Implemented In A School?

The school district and feeder schools are provided an overview of the program. The first year the program is implemented at the elementary school level, with years 2 and 3 beginning with the middle and high schools, respectively. Each level has 3 years of support from the program. At least 70 percent affirmative vote of the professional staff is needed before the program may begin in a school.

What Is The Evidence That The Model Is Successful?

The Consistency Management & Cooperative Discipline program has been replicated in controlled studies over time. The findings from both qualitative and quantitative studies show a strong positive change in many of the outcomes viewed as desirable for reforming schools and transforming classrooms including: sustained gains in student achievement over 3 years (three-fourths year to one full year greater achievement gain over a group of comparison schools); significant reductions in student discipline referrals to the office (48 percent to 80 percent fewer than in previous years); more teaching time, with an evaluator reporting teachers are gaining 36 more minutes of teaching time each day due to fewer discipline problems and greater student cooperation. This is the equivalent of 3½ additional weeks of instruction. Consistency Management & Cooperative Discipline has undergone extensive research on its initial and long-term effectiveness. When students and teachers see each other as partners, the instructional climate (teaching and learning) improves for both teachers and students.

Where Can I See It?

The Consistency Management & Cooperative Discipline program can be seen in 20 schools in Houston, Texas. Several of the schools have a 4- to 6-year record of implementation. Other schools in Chicago, Norfolk, and Amsterdam may also be viewed but are earlier in the implementation cycle.

Whom Do I Contact?

H. Jerome Freiberg, Project Director
Consistency Management & Cooperative Discipline
College of Education, University of Houston
Houston, Texas 77204-5874
Telephone: 713-743-8663; Fax: 713-743-8664
E-mail: CMCD@uh.edu; Web page: http://www.coe.uh.edu./~freiberg/cm/

The Research Base

The Consistency Management & Cooperative Discipline program integrated the research from several educational and organization perspectives including school effectiveness, classroom management, school climate and mission, teaching effectiveness and learner gains, and staff development.
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[Consensus Standards Model] [Éxito Para Todos]

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at risk persons; educational improvement; educational innovation;

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Consistency Management & Cooperative Discipline

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Tools for Schools - April 1998 Consistency Management & Cooperative Discipline (CMCD) is a research-based, classroom and school reform model that builds on shared responsibility for learning and classroom organization between teachers and students. The program works with geographic feeder systems of schools from pre-kindergarten through twelfth grade that includes all students, teachers and administrators in one geographic area of the city.

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Aggressive and Cooperative Discipline Article

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Aggressive and Cooperative Discipline Article

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https://rachaeldoyleportfolio.weebly.com/management/agressive-and-cooperative-discipline

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Linda Albert's cooperative discipline focuses on the "belief that students behavior/misbehavior is a consequence of students attempts to meet certain needs." Cooperation is likely when students feel like they truly belong.

3 different classroom management strategies

permissive (hands-off)

autocratic (hands-on)

democratic (hands-joined)

"Encouragement is the most powerful teaching tool."
I believe in this 100%! Any time that I'm in a classroom or with elementary-aged children in general, I always use encouragement. I think that having someone at your side, telling you to keep going and that whatever you're doing is possible is very powerful.
Attention-Seeking
- desires a positive relationshop with the teacher but doesn't know how to connect appropriately.
I believe that this is a very common behavior for students - it's easy to attain. I see a ton of my students do it on a daily basis when I'm there. I've noticed that these behaviors (tapping pencils, showing off, asking irrelevant questions) is more common with boys than girls.

Power-Seeking
- the students will do as they please, they can't be controlled
- temper tantrums, back talk, disrespect
fortunately I have not witnessed anything severe behavior on this spectrum in the classroom, but I most definitely have during my time as a summer camp counselor!

Revenge-Seeking
- the teacher is the convenient, nonthreatening target
- verbal and physical attacks, destruction of materials, classroom environment

Avoidance-of-Failure
- withdraw and quit trying, appear lazy vs. stupid

The three C's help students see themselves as capable, connected with others, and contributing members to the class.

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Linda Albert's cooperative discipline focuses on the "belief that students behavior/misbehavior is a consequence of students attempts to meet certain needs." Cooperation is likely when students feel like they truly belong. 3 different classroom management strategies permissive (hands-off) autocratic (hands-on) democratic (hands-joined) "Encouragement is the most powerful teaching tool."I believe in this 100%!

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Types of Classroom Management: Assertive Discipline

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Types of Classroom Management: Assertive Discipline

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https://www.universalclass.com/articles/self-help/types-of-classroom-management-assertive-discipline.htm

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types of classroom management: assertive discipline

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Types of Classroom Management: Assertive Discipline

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This method teaches that the teacher has a right to decide what is best for his or her students. Teachers should determine what is best for all students and then expect compliance.

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Please use your phones or laptop to join us!

www.kahoot.it

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High School Teacher Vlog: Classroom Management Strategies

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High School Teacher Vlog: Classroom Management Strategies

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My Daily Classroom Management Strategies | High School Teacher Vlog

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Classroom Arrangement Styles: Pros, Cons, & Analysis

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Address Student Needs - Glasser's Theory

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Address Student Needs - Glasser's Theory

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Cooperative Learning: Peer Building in Group Activities

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Cooperative Learning: Peer Building in Group Activities