rlying assumptions, the cooperative discipline model asserts that, at its roots, all misbehavior is the result of poor self-esteem (Albert, 1989). Building on this relationship between misbehavior and self-esteem the approach offers corrective, supportive and preventive strategies for achieving order and control in the classroom via activities that encourage and enhance a child's self-esteem (Albert, 1989).
In terms of specific principles, cooperative discipline uses interventions to challenge students to become "citizens" of their classroom and take responsibility for its academic and social environment; self-discipline is said to be the result of a joint collaborative effort between students and teachers, one that focuses on consistent classroom organization (Freiberg, 1996).
Echoing the foregoing, Munck (1996) reports that, in general, the cooperative discipline approach is an approach that emphasizes shared responsibility for classroom discipline between
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