Theory of Assertive Discipline

(Lee Canter and Marlene Canter)

By:Nor Baizura binti IsmailG.5.10Tesl 203

Questions• Explaining the ideas that can be drawn from the model

examined and discuss them with regards to:Effectiveness in curbing inappropriate behaviour,Effectiveness in improving long-term behaviour,Implication on learning and classroom management in

primary English language teaching contexts.

What is Assertive Discipline?

Assertive Discipline

A Structured And

systematic approach

Hostile, Assertive, and Non-assertive

teacher

Proactive Approach

Discipline Hierarchy

Positive recognition, positive and

negative consequences

The right of the teacher

and the student

Effectiveness in curbing inappropriate behaviour• The consequences are given directly and immediately by

teachers in the classroom.• Cooperation from the parents and the administration would

help teachers to curb the misbehaviour effectively (Charles and Senter, 2005).

• Students believes teachers are genuinely care about them.• As the consequences become more heavier, students would

aware of the severity of their misbehaviour and they should stop from doing it.

Effectiveness in curbing inappropriate behaviour• Discipline hierarchy • Heavier punishment will be given if the same misbehaviour

keep repeating from the same student.• Example: The same student keep causing disruption in the

classroom such as shouting out during the lesson. o First time : ‘Alex, our rule is no shouting out . That is a warning.’o Second/Third time : Give 5/10 minutes time outo Fourth time: Call the parentso Fifth Time: Talk to the principal

Invoke severe clause if the student’s behaviour is serious such as bullying or fighting.

Effectiveness in improving long-term behaviour• Long-term behaviour: Bad habit• Assertive discipline helps teacher and students to prevent it

from keep happening.• Make the students control themselves and keep behaving

well.• Positive recognition would trigger students’ willingness to

behave well and repeat it again and again• Introduce to the positive and negative consequences .• Rules should be frequently practiced as the teacher models it

to students.• Be consistent.

Effectiveness in improving long-term behaviour• Long-term behaviour : Good habit• Positive recognition :Encourage good behaviour, positive

classroom climate (Charles and Senter,2005) and self-confidence

• Maintaining the good values in students such as paying attention

• Students able to pay attention and process the learning in a fun and meaningful way.

Implication on learning and classroom management in primary English Language teaching context• Give the chance for students and teachers to have an

optimum condition for effective teaching and learning.• Teachers able to disseminate knowledge effectively and

successfully.• Students are able to practice English language in

unthreatening classroom. • Teaching and learning can be conducted in the given frame

time.• Students have no problem in working in pairs and groups.

References

• Charles, C., & Senter, G. (2005). Building classroom discipline. Boston: Pearson/A & B.

• McIntyre, T. (2015). Assertive Discipline | Child Discipline in the Classroom. Behavioradvisor.com. Retrieved 11 February 2015, from http://www.behavioradvisor.com/AssertiveDiscipline.html