Collaborative Theories teacher influence are based on the belief that influencn er rcssvice i ponsibility of the student and the teacher. Althou student behavior is the joint respor slaborative approaches often believe in many of the tenets ep eee hey also believe that the number of students in a clasy the sie of most schools muke it impractical to puta student directed philosophy gad practice. Many secondary teachers, in particular, believe that the sie lasses dnc tie liaied tne they have with pers ioe fuerte tam 10 place Suara ndividual student. Following the gs) n some opportunity to control they the needs of the laborative theories, then, students must be giv ‘own behavior because a long-range goal of schooling is to enable students to become mature adults who can control their own behavior, but the teacher, as a profession retains primary responsibility for influencing student behavior because the classroom, roup above the needs of any is.a group learning situation, Ted eae represents collaborative theory in action. Note that she tries to protect the reading group activity and, at the same time, deal with David, While the group is occupied, she uses touch interference (see Chapter 8) to signal David that he should control his behavior. When he cannot, she emphasizes the elfect of his behavior on others and separates him from the rest of the group to help him recognize the logical consequences of being disruptive in a group situation Thus, the teacher oriented toward collaborative theories promotes individual con: trol over behavior but sometimes subordinates this goal to the right of all studemte to learn hen viewed from the collaborative perspective, the goal of establishing 4 (aming environment is to develop a well-organized classroom in which students ate () engaged in learning activities, (2) usually successful, (3) respectful of the teacher ind fellow students, and (4) cooperative in following classroom guidel they understand the rationale for the guidelines and see them as appropriate for the learning situation. From the collaborative point of view, students beoore capable of Sareuine thei own behavior not by simply following rules but rather Dekada Rennes Wty rules exist and then choosing to follow them because they maheeeii Neither blind obedience to rules nor complete freedom in deciding what rules should exist is seen as the best route toward self-regulated behavior es becauseChapter 4 + py NOt Arnett ate cedures jointly the teacher ana ‘os most essential in area at denen develo rales ant pr 10 evel AAI list oF ruler tne he whole Teachers who ade students choices in oiler meeeratte approach t teacher inf . Typically, the choices irected advocates, For for jucging the quality 0 ‘of ten potential criteria an uence often pve unple, instead sf low studs allowing students to develop the seins laborative teacher might presen a lier to choose the five criteria ther choices, but the choices are during academic units, Advocates of a collaborative approach see time spent on behavior fst ally productive for the individual but not forthe class ay 4 whole Unless there 4s 4 major problem interfering with the learning of « large muonbe of stuns, Thus collaborative teachers, whenever possible, do not tke time away from group tear tw focus on the behavior of an individial or a few sivlemte imerperconal conic in interpersonal conflict arises, the teacher deals with the individuals involved when there is a window of time tt do s0, Class meetings are used to deal with issues oF Conflicts involving large numbers of stadents. Collaborative teachers tend to view & Cine mecting as a means for solving problems rather than as an inteyral process for the classroom community. ee oa eMipiuence atvocates believe that outward behavior must be Sights of the group, they also believe the individual's thoughts seers fo ger a the heart of the behavior. Theretore, collabors operate Interventions (sce Chapter #) to influence student teen tiuation and then folow up wih a conference with the student BrOuD elicits believe that relating Dchavior to ies aural oF logical Fie tienes leur to arcate the conscqucnees of ther behavior spe sell regulating ( phere 6 an 9 for diecuselons of conse Se a lanees inked as closcly as posible to the mishchavior ol five minutes late. for example, might be required ‘Whit managed to protect the nd feclings must De ex consequences I nd thus become: i Guences), chey adwarente conscauen fiscir, a student who comes choo to make up work. to remain five: minutes SO! Ate most compatible sith collaborative theor The teacher author PEE, of these authority bases rests on the belict that the expert and legitimate DS: (fo help students learn important information and pr tay paren teach se mee men be le ace =a io icon ome = ial glo to review the classroom expectations and the ral pecquestions or concerns regarcing those expectations, 106 Section 1 + Foundations remind students that the expectations will be enforced through the use of logiea. sequences. The teacher might also allow the class to make some choices e pcoming activities and events from a list of options that he has presented. Four known collaborative models come from the work of Dreikurs (2004), Glasser (1933) Curwin and Mendler (1999; 2008), and Nelson (2006).