Dr. Linda Albert's Cooperative Discipline program (offered as a graduate course face2face and online by Regional Training Center in partnership with The College of NJ and Gratz (PA) College) suggests using appropriate consequences rather than punishment when dealing with Power and Revenge Seeking behavior. www.theRTC.net

1. The Regional Training Center
Randolph, NJ
www.theRTC.net
Course Designers: Linda Albert PhD
Patricia Kyle PhD
James Gilbert MS
PowerPoint Designer: James Gilbert MS

2.  Attention: Look at me!
 Power: Let’s fight!
 Revenge: I’ll get even!
 Avoidance of failure: Leave me alone!
•

3.  Belief system:
 How do I feel?
 What do I do?
 What does the
student do
 I’m the boss!
 Angry
 Confront, give in
 Confrontive, Passive
aggressive, Stops on
own terms

4.  Belief system:
 How do I feel?
 What do I do?
 What does the
student do as a
result?
 I’ll get even!
 Angry, hurt
devastated, fight or
flight!
 Retaliate
 Does something
more, stops on own
terms

5. How do you keep the
classroom volcano
from erupting?
 Rumbling Stage
Graceful exits
 Eruption Stage
Time out
 Resolution Stage
Apply consequences
47

6. Use a Graceful Exit!
 Don’t pick up the
rope: remain
unimpressed
 Acknowledge the
student’s power
 Remove the audience
 Table the matter and
make a date to talk
about it
 Take a “teacher time-
out”
 Use a fogging
technique
 Agree with the student
 State both viewpoints
 Use humor (Aikido)
 Refuse responsibility
 Dodge irrelevant issues
 Use an exit statement
 Call their bluff

7.  Decide on
placement
 Use language of
choice:
Desired behavior
+
Placement
+
“You decide”
 Call the “who squad”
if needed
 Require a reentry plan

8. Use Time-Out
 In classroom
 In another
classroom
 In a special room
 In the office
 In the home

9. Desired behavior
+
Time-out placement
+
You decide/It’s your choice
63

10. Who
ya gonna call?
The
WHO SQUAD*
*Or security
64

11. Set the consequences:
 Loss or delay of activity
 Loss or delay of using objects or equipment
 Loss or delay of access to school areas
 Denied interactions with other students
 Required interactions with school personnel
 Required interactions with parents
 Required interactions with police
 Restitution: Repair, replace, restore

12.  Related
 Reasonable
 Respectfully
delivered
 Reliably enforced
Some other R’s to think about:
repair, replace and restore

13. Arbitrary
Inequitable
Punitive
Punishments are likely
to provoke:
› Resentment
› Revenge
› Retreat
› Rebellion
› Reduced self-esteem

14.  Teach students to deal with their
emotions
 Form relationships with students that are
hard to like
 Grant legitimate power
 Avoid and diffuse confrontations

15.  Follow the 4-R Rule:
 Related
 Reasonable
 Respectful
 Reliably Enforced
 Choose the Category
 Identify the Specific
Consequence
 Plan the Implementation
 Who?
 When?
 Where?
 How?
 How long? 70

16.  There is no perfect consequence
 The piper will be paid; the form of
payment may be different
 Fairness ≠ sameness
71

18.  Using illogical consequences
 Focusing on consequences rather than
solutions
 Focusing on the past rather than the future
 Having a "you'll pay for this” attitude
 Having a "now I gotcha" attitude
 Considering consequences as a total
approach to solving a discipline problem
 Not involving students in discussions/
conferences concerning consequences
 Believing the consequence only falls on the
student.
72

19. Children learn responsibility when they
are given three things:
 Participation
 Choice
 Consequences
73

20. Every student
has the potential
for choosing appropriate behavior,
and for becoming a responsible citizen
of the school community,
regardless of background or current level
of functioning
85