Strengths and Weaknesses

Theories of Assertive Tactics(Lee Canter & Marlene Canter)DefinitionDefinitionAssertive Discipline is an approach to classroom management developed by Lee and Marlene Canter.It involves a high level of teacher control in the class.It also called the take-control approach to teaching, as the teacher controls their classroom in a firm but positive manner.

DescriptionIn 1976 most popular discipline system in U.S. schools for the next 20 years.Rationale: Students have the right to learn in a calm, orderly classroom . Teachers have a right to teach without being interrupted by misbehaviour.Easy common sense approach.

The approach maintains that teachers must establish rules and directions that clearly define the limits of acceptable and unacceptable student behavior, teach these rules and directions, and ask for assistance from parents or administrators when support is needed in handling the behavior of students.

Approaches / StrategiesApproaches/StrategiesRewards and punishments are effective.Both teachers and students have their rights.Teachers create an optimal learning environment.Teachers apply rules and enforce consequences consistently without bias or discrimination.Teachers use a discipline hierarchy with the consequences appropriate for the grade level.Teachers are assertive, not nonassertive or hostile. Teachers should:decide what is best for students and expect compliance.encourage cooperation in the classroom.be confident when responding to behaviour.build a bond with students based on trust, positive student relationships.respect and treat all students fairly ( relate to special education students since a teacher must have individual expectations for special needs).8Strengths StrengthsDevelop respects from both teacher and students teacher recognizes students needs to make sure acquisition process can take placestudents recognize teachers expectation and requirement to ensure the teaching and learning process can take place effectively

the rights of students to have teachers help them learn in a calm, safe environment; the rights of teachers to teach without disruptions (Charles & Senter, 2005)Teacher will be perceived as a confident and firm adult/role model, not timid or arrogant The teachers actions are supported by rules that have been stated, explained, practiced and enforced consistently (McIntyre, n.d.)StrengthsDisruptive behaviours are dealt by:building trusting, helpful relationships with students, providing positive recognition and support;taking a proactive approach (teaching students about rules and expectations) (Charles & Senter, 2005)Preserves instructional time and helps relieve the annoyance of verbal confrontation (Charles & Senter, 2005)Established rules make everyone to uphold their ends (less disruption, more efficient lesson)Teachers do not have to repeatedly address misbehaviours WeaknessesWeaknessesFocusing only on negative consequences of misbehaviourRules established only prevent misbehaviour and the negative consequences that follow if students break the rulesInadequate research to suggest the approach works. Muchof the reported data on assertive discipline includes teacher testimonials or perceptions (Render, Padilla & Krank, 1989)Does assertive discipline result in a decrease in the level of student misbehaviour in the classroom as measured by direct observation? (Martella, Nelson, Marchand-Martella, OReilly, 2012)WeaknessesReliance on threats, warnings, and a discipline hierarchy

Verbal redirection (warning) Teacher/student conversation (without other students around)30 minute detention with parent contact 1 hour detention with parent contact Office Referral (principal) with parent contact Discipline Hierarchy

(Martella, Nelson, Marchand-Martella, OReilly, 2012)Teacher-centeredteacher has the rights to teach in calm and non-disruptive classroomstudents have to follow teachers rulesApplication and Practicality Application in the ClassroomImplement 4 or 5 simply stated rules in the class.Determine and post rules. List negative and positive consequences.Have students write/copy rules and consequences and have parents sign them. Pass these on to administration.Praise appropriate behaviour and use negative consequences for misbehaviour.Responses need to be appropriate and do not ignore inappropriate behaviour.16SituationMs. Shanu was reciting a poem in her Year 3 class. She clearly told them to listen attentively while she was reciting. However, 3 of her students were making noises at the back of the class. Rather than resorting to angry statements like I told you not to make noises! You just have to disobey me, arent you?, Ms. Shanu assertively and calmly told the 3 misbehaving students the consequences of their actions. You know what will happen if you make noises, that is a check by your names. Then, she told the others Good job in listening to my poem.

Emphasis on clear and positive limitsWhen we set a clear behavior expectations, the students are able to know the limits and feel psychologically safe Teacher acts in an assertive rather than non assertive or hostile manner The teacher explains to the students what behavior is acceptable and unacceptable. The consequences of various behaviors are made clear to the students.

Practicality

Teachers can be easily caught up with dealing with the 3 misbehaving students at a time and using inappropriate consequencesThey have to proceed with a step by step approach to solve problems, this will make the teacher loses valuable time.

ImpracticalityReferencesCharles, C.M. & Senter, G.W. (2005). Lee and Marlene Canters Assertive Discipline. In Building Classroom Discipline (8th ed.). Boston. MA: Pearson Education.Martella, R.C., Nelson, J.R., Marchand-Martella, N.E. & OReilly, M. (2012). Behaviour Management Models. In Comprehensive Behaviour Management (2nd ed.). London. UK: Sage PublicationMcIntyre, T. (n.d.). Assertive Discipline. Retrieved from