Linda Albert has authored several different books concerning discipline.  She is a former classroom teacher as well as counselor and columnist for Working Mother and Family magazines.  She also wrote a book called Cooperative Discipline.  Cooperative discipline is an approach designed to help students feel capable and connected, which will encourage them to contribute to their class and be successful.  It creates a class code of conduct that allows optimum opportunity for success.  Cooperative discipline also establishes a partnership with students, parents and teachers.  Among the fundamental concepts that comprise cooperative discipline are: behavior is based on choice, a sense of belonging is important, students misbehave for specific reasons, and the three C’s.  Some other fundamentals are code of conduct and conflict resolution plan.

• There is time to spend toward class meetings
• Students will make wise choices
• That all students fall within the four 'mistaken goals'

• Uses a Democratic teaching style
• Develops class code of conduct/consequences with student input
• Develops cooperative learning experiences in the classroom
• Incorporates the three C’s -- Capable, Connect, and Contribute
• Recognize the diverse needs of students
• Be prepared with 70 strategies for help
• Post the ‘operating principles’ which encourage classroom flow

• Positive demeanor, outlook, nature
• Truthful through positivity
• Business like attitude (which may subconsciously reinforce the three C’s)
• Exhibit self-control and in the midst of misbehavior
• In the face of misbehavior, model self correction
• View every student as worthy and valuable

• Respects individuality of students and considers students needs
• Develops ownership of classroom rules and expectations
• Offers specific strategies for management
• Promotes long-term goal-setting
• Addresses multiple causes of misbehavior

• Lends itself to power struggles between teacher & students when enforcing the code of conduct
• Requires frequent monitoring of and adherence to the code of conduct
• Calls for frequent class meetings

• Kristina - who is not participating in class, yet is not disruptive.  Albert’s model suggests to try working a plan that would set goals for Kristina to meet.  The two of you would then review the students progress at a later date
• Sara - is a student who cannot stop talking.  One way of dealing with this student, Albert suggests, is to use I-messages.
• Joshua - clowns around and is being disruptive.  One suggestion for this student is to remove him from the class.
• Tom - is a student is has become very threatening.  A possible way of dealing with this student is to disarm him by say something along the lines of, ‘You’ve mistaken me for someone who wants to fight.  I don’t."  One could also implore the use of ‘graceful exits’.

Handout from Anissia Jenkins, Bronwen McCormick, Leslie Yell, and Stephanie Coe from presentation given in CUI 650 on Linda Albert.  (2001).

Charles, C. M.  (1999).  Building Classroom Discipline.  New York; Longman.

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