?

Developed in the 1970’s by Lee and Marlene Canter •Non- assertive•Hostile•Assertive

Teachers have the right to teach

Students have the right to learn

What an assertive teacher needs to do

What do you feel are the features of Assertive Discipline?

Factors that effect Behaviour

• Cultural• Social• Psychological • Emotional

Needs Of Difficult Students

The Canters describe three basic needs that underlie difficult behavior.

1.Need for extra attention2.Need for firmer limits.3.Need for extra motivation.

Individual Discipline Plans

• May be required for chronic misbehavers

• Adaptation of classroom behaviour management plan.

• Involves:• Expectations• Consequences of inappropriate behaviour• Understanding of positive recognition for appropriate

behaviour

One-on-one Conferences

• Meeting between teacher and student to discuss behaviour

• Outlines the individual discipline plan

Teachers should• Show empathy and concern.• Student gives reason for behaviour.• Outline how student can improve behaviour• Agree on a course of action.

How do individual students impact the classroom?

Effects on Classroom

Organisation and

Teaching strategies

Physical Layout

•Time Out Area•Students easily & quickly accessed at all times

•View all areas from Teacher’s desk

CLASSROOM DISCIPLINE PLAN

• RULES that students must follow at all times

• POSITIVE RECOGNITION that students will receive for following the rules

• CONSEQUENCES that result when students choose not to follow the rules.

CLASSROOM RULES Follow directions.Keep hands, feet and objects to yourself.No teasing or name calling. POSITIVE RECOGNITION PraiseFirst in line for recessPositive notes sent home to parentsPositive notes to studentsEat lunch with teacherSelect on seat on Friday CONSEQUENCESFirst time a studentBreaks a rule: WarningSecond time: 5 minutes working away from groupThird time: 10 minutes working away from groupFourth time: Teacher calls parentsFifth time: Send to principal Severe clause: Send to principal Lee Canter, 1992.

(Canter, 2001)

Rules, rules, rules and rules!

Assertive

Discipline

Constructivist Theory

Applying Rules in a constructivist environment

“The basis of implementing AD in the classroom is the recognition of Rights, the rights of the student to

learn in a safe environment and the rights of teachers to teach as they believe is correct and

without interruption” (Charles, 1999)

• Teaching without interruption – How is this done?- Be Assertive- A trusting relationship with students- Having “good classroom discipline”

Good discipline?The Canters believed it is not the number of rules or severity

that makes consequences effective, but rather the teacher's consistency in applying consequences.

Building Relationships• - Positive Recognition

– - Praise over all other rewards– - Encourages self-esteem and good behaviour– - Calls or notes home about positive behaviour– - Classwide Positive Recognition

• The Rules- They need to be developed with and then taught to the Class- Limited in number (3-5)- Related to behaviour and not academics- Need to be specific behaviours and not vague rules like

“Respect others”- Are ALWAYS in effect- The most important one is “follow directions”

• Directions?- You’re explicitly teaching Students how they are expected to

behave;- Students can’t be expected to know automatically how to

behave in every situation- Are instructive rules that last for an individual session and can

change from lesson to lesson- Works with routine activities well- Reinforced regularly with positive repetition

Breaking the rules

• Non-Disruptive Behaviour- Proximal praise- Use of Names- Eye Contact

• Disruptive- Same techniques but also Hints, I-wants and Demands- Warnings are given before invoking Consequences- Touch as reinforcement

Breaking the rules

Consequences Hierarchy

- Is developed with the Rules and shows the consequences to breaking the rules

- All students need to agree with it

- Each step is more unpleasant than the last

- Severity Clause

- When the student breaks the rules they are choosing the consequence

- Consistency:

- Admin and Parent Support

- Records are kept in a Journal

• Basis for implementing

Consequences in the classroom

“Will this approach facilitate

the cognitive, affective, and

social and moral

development of children and

adolescents?”

Do you think this model is a good way to run a classroom?

1. Yes2. No

1 2

50%50%

Q: ’Does this model allow students to learn and to think for themselves?’ 1. Ye

s2. No

100%

0%

1 2

“If we train our children to take orders, to do things simply because they are told to, and fail to give them confidence to act and think for themselves, we are putting an almost insurmountable obstacle in the way of overcoming the present defects of our system and of establishing the truth of democratic ideals.”(Dewey 1915)

Treats the symptoms and not the causes

Are there any elements of Assertive Discipline that you disagree with?

Benefits

Short Term

Transfer Value

Limited

Devaluation of self discipline!

Do you agree that this is a successful behaviour management model?

1 2

50%50%

1. Yes2. No

ReferencesThe Canter and Jones Models,canter.html. Retrieved on 4 August

2009 fromhttp://www.homboldt.edu/~tha1/canter.htmlAssertive Discipline. Retrieved on 4 August 2009 from

http://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/AssertiveDiscipline

Canter, L. and Canter M. (1976). Assertive discipline: a take charge approach for today’s educator. Seal Beach: Canter & Associates.

Canter, L. & Canter, M. (2001). Assertive discipline positive behaviour management for today’s classroom. Los Angeles: Canter and Associates.

Canter, L (2001). Assertive Discipline 3rd edition, California: Canter & Associates.

Charles , C. M. (1999). Building classroom discipline. New York : Longman.

Dewey, J. (1915). Schools of to-morrow. New York: E.P. Dutton.Edwards, H. & Watts, V. (2004). Classroom discipline and

management: an Australasian perspective. Milton: John Wiley & Sons.

Edwards,C, H & Watts, V (2008). Classroom Discipline and Management 2nd Edition John Wiley& Sons Australia, Ltd

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