Record on the know-o-meter how much you know about Assertive

Discipline.__________________

__________________

__________________

What is Assertive Discipline?

Assertive Discipline is a direct and positive

approach to discipline that makes it possible

for the teacher to teach and the students to

learn.

Developed in the 1970’s Lee and

Marlene Canter’s model focuses

on punishing unacceptable

behaviours and providing positive

reinforcement of acceptable

behaviours.

Canter’s Assertive Discipline Model

Principles of Canter’s Assertive Discipline

Both teachers and students have rights in the classroom.

While giving rewards and punishments, teachers must work towards creating an optimal learning environment.

Teachers must apply rules and enforce consequences consistently without bias or discrimination.

Teachers should use a discipline hierarchy.Teachers should be assertive rather than

non-assertive or hostile.

Response Styles

Non- assertive response style

Hostile response style

Assertive response style

NEED PIC HERE FOR ASSERTIVE RESPONSE

Scenario 1 Was the teacher’s response style…1. Non assertive2. Assertive3. Hostile

Scenario 2 Was the teacher’s response style…1. Non assertive2. Assertive3. Hostile

Scenario 3Was the teachers response style…1. Non assertive2. Assertive3. Hostile

0 of 30

Getting the assertive discipline approach up and running in the

classroom

Implementation steps:Establish positive relationships in the classroom.

Develop a discipline plan to use in the classroom.

Teach the discipline plan to the students.

Implementing (cont’d)

Continually reinforce expectations and

consequences by monitoring.

Use positive recognition to motivate students.

Ask for support beyond the classroom.

Katherine’s Rules

Class Rules

1.Listen Carefully2.Follow Directions3.Work Quietly (do not disturb others)4.Respect others (be kind with words and actions)5.Respect school and personal property6.Work and play safe

Katherine’s Discipline Plan

Discipline Plan

1.Warning2.Time out3.5 minutes out of recess4.Contact parents5.Send to principal6.Send to Counsellor

Katherine’s Reward System

Rewards1.Praise2.Stickers/Stamps3.Positive note to parents4.Trip to surprise bowl

Additional points to Katherine’s plan

Class reward system based on a points system

Class procedures during discussions and transition times

OutcomeKatherine was successful in implementing the

plan and earning the respect of the students.Students responded well as Katherine kept

reminding them of the rules and using positive reinforcement.

The mentor teacher was impressed with Katherine’s performance.

Positives of Canters Assertive Discipline model

Students know where they stand Negative consequences Positive consequences

Consistent.Discipline plan protects the rights of the

teacher and the students.Students respond to positive reinforcement.Teachers needs are met first.There is support available for teachers.

Positives (Cont’d)Gives teachers a greater

satisfaction in their role.Works for teachers who

have varying qualifications, experience and knowledge of subject.

Allows you to adapt the use of Assertive Discipline to suit your own personal style.

Facilitation of cognitive, affective, social and moral development of students.

CognitiveBehaviourist discipline models are designed to

modify or manipulate student behaviour.Human Nature- students will alter their behaviour

in order to receive rewards and avoid punishment.

AffectiveWeak discipline structures or emotional difficulties

at home - appreciate a clear structure to discipline at school.

Increases a students’ self esteem through consistent, meaningful and positive recognition.

SocialPeer pressure to conform.Competition.

MoralKnowing the rules and

consequences makes students accountable- reflecting real life.

Facilitation of cognitive, affective, social and moral development of students.

Criticisms of Canters Assertive Discipline model

ImplementationLong term investment for short term

rewards.

Criticisms (cont’d)ImplementationRequires whole school and parental support.

Dear Teacher,I promise I will not contact you every time Amy misbehaves at home if you promise not to contact me every time she misbehaves at school.

Criticisms (cont’d)Implementation

Time consuming- students should earn:

10 points per hour,

That is 50 points a day,

For a class of 28 students, that equates to 1400

pieces of data to analyse, copy and handout

certificates/ awards.

(Kohn, A 2001)

Diversity and InclusionOne rule for all.Treats symptoms and not causes of bad

behaviour.Creates competition amongst the students.

Criticisms (cont’d)

Cognitive development of children and adolescents

Lowers creativity and performance (Intrinsic motivation)

Students have no input into the rules, therefore they:

1. Are not interested in the rules.2. Feel manipulated and controlled instead of being instilled with

values.3. Don’t understand the reasons behind the rules.4. Don’t learn self discipline.5. Don’t transfer the rules to other environments.

Criticisms (cont’d)

Social and Moral Development

Teachers expect misbehaviour.

visual and aural humiliation.

students behave purely to please

the teacher.

encourages cheating and lying.

Criticisms (cont’d)

Social and Moral Development

children learn that it is useless to negotiate

because this is reserved for equals.

Criticisms (cont’d)

Assertive Discipline Questionnaire

As a teacher do you feel your role is to be the ‘boss’ in the classroom?

1. Yes2. No3. Unsure

When students misbehave, do you stay calm when dealing with inappropriate

behaviour.1. Yes2. No3. Sometimes

In developing and implementing the classroom discipline plan, do you

1. Tell the students the rules once and reinforce infrequently.

2. Display the rules, hierarchy of consequences and rewards in the classroom.

3. Keep the rules to yourself.

0%

0%

0%

In communicating rules to your students, do you

1. Assume students know the rules are similar to last year’s rules.

2. Communicate your expectations clearly.

3. Tell students the rules failing to establish the importance of the following rules.

As a teacher do you believe that;1. Only teachers

have rights in the classroom.

2. Only students have rights in the classroom.

3. Both teacher and students have rights in the classroom.

In providing disciplinary consequences to students, do you1. Consistently provide

consequences when students misbehave.

2. Consistently follow through on the promised consequences.

3. Provide the consequences in a calm, clear assertive manner.

4. All of the above.

0%

0%

0%

0%

As a teacher do you think it is important to:

1. Praise Students frequently?

2. Praise students only when you remember?

3. Only praise students who are following the rules?

In providing instructions to my class, I use the following approach:1. I continuously give

instructions until all students are on task.

2. I tell students what I want only once.

3. Use the broken record approach but limit myself to 3 repetitions.

0%

0%0%

Conclusion

For more information

Visit our wiki:http://foundationsassignment.wikispaces.com/