canters model
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The Lee and
Marlene
CantersAssertive
DisciplineVTE-ED578-Classroom ManagementUniversity of Phoenix
Learning Team A
Catherine Cox
Jill GarloffMichael Bonds
Debra Hampson
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Introduction to AssertiveDiscipline
}Assertive Discipline provided teacherswith the first workable procedure forcorrecting misbehavior efficiently througha system of easily administered correctiveactions.
} The Canters popularized the concept ofrights in the classroom.
} Established that students need and wantlimits to help them behave.
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The Key Elements toAssertive Discipline Todays students have clear rights that must be met if they
are to be taught effectively.
Students rights include a caring teacher whopersistently works for the best interest of the student.
Teachers have rights and needs in the classroom as well.
In order for teachers to perform, they need to havethe support of parents and administrators, and to
do their job without disruption.
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Key Elements continued
The most effective teachers are thosewho remain in control of the class whilealways remembering that their main dutyis to help students learn and behave
responsibly.
Teachers must behave in the mannerthat demonstrates trust and respect.
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Key Elements continued A gooddiscipline plan, basedon trust and
respect, is necessary for helping students limit
their counterproductive behavior.The plan must contain rules andconsequences that are understood by students
and parents alike.
Teachers should practice positive
repetitions. Positive repetitions involve repeating instruction
in a positive manner such as Thanks you forputting the books away nice and neatly.
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Key Elements continued Students should enjoy positive support when they
behave acceptably.
This type of reaction from the teacher is apowerful motivator for students to behave
according to expectations.
Todays teachers must not only model proper classbehavior but often must directly teach it as well.
Stating and applying consequences to the rulesis only the beginning of the process, students
must learn that the proper classroom behaviorwill lead to their own scholastic success.
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Key Elements continued
Teachers can successfully teach themajorityof students typically thought ofas
difficult to manage.
This is done by teachers continuallyreaching out to students andshowing their eagerness to help.
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Key Elements continued} Teachers are most effective when they use a
proactive, rather than a reactive, approach
todiscipline.
Reactive teacher did not preventmisbehavior, but merely reacted with aconsequence.
Proactive misbehavior is anticipated and aplan is in place, so teachers reaction is in apositive manner.
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Types of Teachers and theiraffect on the classroomHostile teachers remove any pleasure in learningfrom the classroom, and prevent the development ofmutual trust and respect.Nonassertive teachers fail to help the classformulate reasonable expectations or areinconsistent in dealing with students. This causesstudents to feel insecure and frustrated.Assertive teachers clearly, confidently, andconsistently model and express class
expectations,(while working) hard to build trust withthe class.
Which one are you?
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Model Implementation
Assertive Discipline can be introduced atany time, but the beginning of the semester
is ideal.
Teacher decides:
1. Desired behavior
2. Methods to build trust
3. Methods for positive recognition
4. Corrective action
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Model ImplementationTeacher and class work together:1. Teacher solicits students ideas on the kinds
behavior to make classroom pleasant, safe andproductive.
2. Class formulates 3-5 specific rules to governbehavior. Ex: keep hands to yourself instead ofshow respect
3. All students asked if they can agree and abide byrules.
4. Teacher emphasizes that the rules apply toeveryone all the time.
5. Discipline plan is submitted to administration forapproval.
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Teaching Expected Behavior
1. Students taught acceptable behavior by teachers modeling and explaining desiredbehavior, as well as daily practice. Most important rule Follow directions.
a. Identify the academic activities,routine procedures, and special
procedures for which directions areneeded.
b. Identify the specific directions thestudents will need.
c. For the older student
1. Explain the rational for the direction
2. Involve the students by asking questions3. Explain the specific directions
4. Check for student understanding
d. Once taught directions should be reinforced through positive
repetition, instead of focusing on the students who isnt on task, thedesired behavior is repeated Sally has her planner out and is writing.
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Establishing Behavior Limits
Rules state exactly how the students are to behave.
Positive Recognition or Positive Support
a. Should be personal
b. Is genuinec. Descriptive and specific
d. Age appropriatee. Used frequently as it tends to raise self-
esteem.f. Encourages good behavior
g. Builds a positive classroom climate
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Establishing Behavior LimitsContinued Corrective actions are invoked when a students behavior prevents
other students from learning.
a. Corrective actions are neverphysically or psychologicallyharmful, but are unpleasant.
b. Consistency of corrective actionmakes it effective, not the severity.
c. While invoking corrective actions:i. Speak calmlyii. Be consistentiii. Provide an escape mechanism for
students who are upset. Ex: writing injournal log.
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Establishing Behavior LimitsContinued
iv. When younger students
continue to disrupt, move in
and speak quietly to the
student, reaffirming the rules
and consequences.
v. When older students
continue to disrupt, moveout of the classroom and
speak with them privately.
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Establishing Behavior Limitscontinued Redirect non-disruptive off-task behavior by using:
a. The Look- eye contact withdisapproval
b. Physical proximity move beside
student.c. Mention off-task students name
in context with desired behavior.
d. Use proximity verbal recognition:Praise student who is on-task in the vicinityof the student who is off-task.
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Establishing Behavior LimitsContinued
Using a discipline hierarchya. Make a discipline hierarchy that lists
corrective actions and the order inwhich they will be imposed in the day.
b. Teachers must keep track of individual
student offenses.
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Establishing Behavior Limitscontinued Working with difficult students.
Teachers reach out to gain trust by:
* Putting themselves in students place
* Being proactive, anticipate studentbehavior problem, have strat-
egies ready
* Taking a student interest inventory
* Greet students individually atdoor.
* Giving one-on-one attention* Making phone calls to students after
school.
* Sending get well cards when they are ill.
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Establishing Behavior Limits Working with difficult students
Teacher must determine special needs of the
student and meet them by:* Giving attention maximumamount in the shortestamount of time.
* Set firm limits enforce the classrules consistently in non-
confrontational way.* Motivate student by showing faithin his ability.
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Establishing Behavior Limitscontinued
Working with difficult students
Teacher must provide positive support
by:* Enter reminders of whom you
wish to acknowledge positively.
* Post reminders at strategic pointsin classroom.
* Put sticker on your watch fact toremind you to provide positiverecognition to someone whoneeds it.
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Establishing Behavior LimitscontinuedWorking with difficult students.
Problem solve with student by:
* Meet briefly privately* Show empathy and concern* Focus on helping the student gain
insight into their behavior.
* Help the student determine howtheir behavior can be improved.
* Disarm the students criticism of you,ask for specific examples of what youare doing.
* State your expectations about how tostudent is to behave.
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Pros of Canters Model
} It promotes a pleasant supportive classroom
that allows the teacher to teach and student tolearn} It is effective} It is easy to implement} It meets the needs of the teacher} It teaches students how to behave responsibly
} It preserves instructional time} It eliminates the unpleasantness of verbal
confrontation
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Cons of Canters Model
} Teacher is still the authority figure with allof the power
} Has been criticized for being focusedmore on suppressing unwanted behaviorthan on helping students learn to controltheir own behavior.
} Has been criticized for being too harsh
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ConclusionThe central point of
Assertive Discipline is that students must be
taught, in an atmosphere of respect, trust, andsupport, how to behave responsibly (text p. 51)
has resounded with over 1.5 million teachersand administrators since its advent in American
schools in 1976. The Canters system ofclassroom management is a clear, easily
implemented method which, though the first ofsuch plans to be developed, remains popular
today, 35 years later.