the canter model

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The Canter Model

Assertive Discipline

Presenters :

Nur Azimah Bt Md SallehNajwa Adibah Bt Bukari

Siti Hajar Bt Zaid

Siti Nabihah Bt Mustaffa


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DEFINITION

Assertive discipline

- An approach to classroom managementdeveloped by Lee and Marlene Canter.

- It is also called the "take-control"approach to teaching, as the teachercontrols their classroom in a firm but

positive manner.


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ASSERTIVE DISCIPLINE KEY

CONCEPT

Both teacher and students have right inthe classroom.

1) Teachers rights :- Expect appropriate behaviour from

students.

- Expect help from administrators and

parents.- Ensure students rights & responsibilities are

met by a discipline plan established.


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2) Students right.

-Have an optimal learning environment

-Gain help from teachers to reduce

inappropriate behaviour.-Able to choose how to behave with the

advance knowledge of the rewards andconsequences that will follow their action.

(Exploring the Theories of Assertive Discipline: Lee Canter and Marlene)


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ASSERTIVE DISCIPLINE KEY

CONCEPT

B

While giving rewards and punishments,teacher must provide the optimal learningenvironment

Teacher must enforces the rulesconsistently

Teacher should use discipline hierarchy

Teacher should be assertive

(M. Lee Manning, K. T,2006)


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Canter discipline hierarchyMisbehavior Consequences

First time to break the rule Warning

Second time to break the ruleFive minutes in Quiet Corner writingin Behavior journal

Third time to break the ruleTen minutes in Quiet Corner writingin Behavior journal

Fourth time to break the ruleFifteen minutes in Quiet Corner andparents are called

Fifth time to break the rule Sent to principal

(Hardin, C. J. ,2008)


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TYPES OF RESPONSE IN

CLASSROOM

Non-assertive teachers.

- Non-assertive teacher clearly state whatshould happen but never follow throughthe with the established consequences

- Teachers show their dissatisfaction butthey do not suggest remedy to the

situation.

- e.g : Why are you doing that?Dont youknow the rules? (Woolfolk, 2004)


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Assertive teachers

-Clearly and firmly express expectationtowards students.

- They have positive expectations ofstudents, and this is reflected in their

words and actions. Students know thelimits in the classroom.

- Teachers tone of voice are calm,firm andconfident.

- e.g : When Im up here teaching,I expectthat all students will have their eyes onme and will not be talking so everyonecan hear what Im saying. (Canter, 2010)


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Hostile teachers-Respond in a manner that disregards the

needs and feelings of students.

-Violates students rights.

-Their responses cross the boundary of thesituation and attack students personality.

- e.g : You are acting like a disgustingsavage again!

(Rick McCown, Marcy Driscoll, Peter GeigerRoop, 1996)


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STEPS FOR APPLYING THE

THEORY IN THE CLASSROOMThere are six steps to follow in applying assertive discipline:

1.Create positive student-teacher relationships.-Build mutual trust and good learning environment

2. Establish rules or expectations.-Rules should be clear and reasonable

3. Track misbehavior.

-Students misbehaviour should be carefully tracked andstate the consequences4. Use punishments to enforce limits.

-Provide punishment for each misbehaviour

5. Implement a system of positive consequences.

-To encourage the repetition of desired behaviour6. Establish strong parent support.

-Invite parent for parent-teacher conferences

(H.Edwards, C. ,2007).


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PRACTICALITY OF THE

TEHORYWe think this theory is very applicable in Malaysia ESL

primary classroom since :

1. Big class size of Malaysia primary classroom

(35-45 students/class).-Assertive teacher clearly state how they expectstudents to behave. (Woolfolk, 2004)

- It can help teacher to develop self-control withinstudents.

- When the students are aware and able to controlthemselves, misbehaviour in the class can be minimize

- -Teacher can use up the instructional time to theoptimum.


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2. Multicultural classroom-Teacher establishes rules and consequences prior to

the implementation of disciplinary action. (RickMcCown, Marcy Driscoll, Peter Geiger Roop, 1996)

- Students are well informed on the consequences

which they will bear for any misbehaviour thatthey do.

- Lead to the democratic classroom environment.

- Avoid any dissatisfaction among studentsespecially those whom are from different race

from the teacher.- Prevent students from seeking for revenge or

displaying inadequacy


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3. Students of various level of achievement &inclusive classroom.

- An assertive teacher will gives explicit

directions with firm and calm voice.

-Teacher who are struggling with classroom

management issues are often giving unclear

or vague direction to students. (Canter, 2010)

- Students from all level of achievement and

development will find it easy to follow and

understand teachers direction & instruction.- Prevent from students lost any engage in

disruptive behaviour.


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4. Gender differences in learning-Teacher equitably distribute opportunities

to respond.

- Building to standard of behaviour in

classroom.- Teacher calls on boys twice as often as

they do to girls (Sadker & Sadker ,1994)through (Canter, 2010)

- Because teachers often fear boys will getdisruptive.


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ADVANTAGES1. Assertive discipline helps teacher to deal

with students positively

-Involves a minimum time

2. It involves parents and administrators inthe discipline process.

-Teacher will have more confidence

3. Assertive discipline addresses students

behavior rather than students character-There will be no bias in the classroom


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DISADVANTAGES It may stop the misbehavior for the short period of

time.-It depends on the goal of the teacher

Teachers can become over controlling in theclassroom

-Students have virtually no right

The assertive discipline may be counterproductive-Students may see having their names written on

board as a status symbol

It encourages rebellion among students-Students angered by warning and cause rebellion

Hardin, C. J. (2008)


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CONCLUSIONWe as a group think this theory is very appeal to us

because :

1. It provides teachers detail guidelines on planningclassrooms discipline plan.

-Suggesting teacher and students to discuss onthe classrooms rules from the first day ofschooling.

-Mutual agreement on the rewards forcompliance and consequences for violating


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2. It stress on democratic classroom climatewhere both teacher and students havetheir own rights and they strive to fulfill itby cooperating with each other.

- Teacher is firm in establishing classrooms

rules but at the same time provide clearmessage about how the problem will besolved.

- e.g. : we do not fight.Sit down untill you

cool off so we can talk about it. (RickMcCown, Marcy Driscoll, Peter GeigerRoop, 1996)


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3. The theory also can be adopted not onlyby teachers but by all people in their dailylife.

- The principles are very useful to anindividual in developing their personality.

- e.g. : a person have to be assertive instanding for their rights especially whenthey are dealing with other people.


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REFFERENCES Canter, L. (2010).ASSERTIVE DISCIPLINE : Positive

Behavior Management for Today's Classroom.United States: Solution Tree Press.

C.M Charles, G. (2005). Building ClassroomDiscipline. California: Pearson. Exploring the Theories of Assertive Discipline : Lee

Canter and Marlene . (n.d.). Retrieved January 15,2012, fromhttps://docs.google.com/viewer?a=v&q=cache:jrIZstLZQS0J:lannimasz.com/creed/article1.pdf+chapter+3+assertive+discipline&hl=en&gl=my&pid=bl&srcid=ADGEESjia57y4g7dpQOgf2R7rEgGF93TNPElmMUDO5w1KgsK_um9IkUy1blpvf4OEEg7-R9zMdMXLLfkm08AQLzE0xpTX5lfCEkZ3vC7TM2vMT


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H.Edwards, C. (2007). Classroom Discipline andManagement. New Caledonia: Thompson Digital.

Hardin, C. J. (2008). Effective ClassroomManagement: Models and Strategies for TodaysClassrooms, Second Edition. Boston: Pearson.

M. Lee Manning, K. T. (2006). Classroommanagement: models, applications, and cases.Virginia: Prentice Hall.

Rick McCown, Marcy Driscoll, Peter Geiger Roop.(1996). Educational Psychology. United States: A

Simon & Schuster Company. Woolfolk, A. (2004). Educational Psychology.

United States: Pearson Education,Inc.

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