THEORY OF ASSERTIVE TACTICS

BY LEE AND MARLENE CANTER

1. Met in college and married in

1970

2. Lee worked as a

teacher training

3. Marlene was teaching special

education

4. Both doing research on

disciplinary problems

5. Introduced the Assertive

Discipline

What is Assertive Tactics?

A classroom management model that highlights consistency, rewards and consequences, and

positive relationship building.

• A systematic way of ensuring a teacher-controlled classroom.• Has a discipline plan that clearly outlines expectations as well

as positive and negative consequences.• Emphasizes on the right of teachers and students

CLASSROOM DICIPLINE PLAN

Rules

Follow-receive positive

recognition

Not follow-consequences

Teacher sets rules and

regulations (the expected

behaviour).

Students must follow strictly. (participate )

Follow rules-positive

recognitionNot follow

-face the consequences

It creates the rights

Ensure a smooth

classroom activities.

3 TYPES OF TEACHER

6 STEPS ON HOW TO APPLY THE ASSERTIVE DICIPLINE

1. Create positive teacher and

students relationship

2. Establish clear rules and

expectations

3. Monitor students’ behaviour

by keeping some record

4. Implement a system of positive

consequences to reinforce good

behaviour

5. Use appropriate consequences to correct

misbehaviour

6. Establish strong parental support for

your plan

STRENGHTS AND WEAKNESSES

-Provides a structured discipline program. -Allows the teacher to clarify behaviour which are expected from students.- Students are clear about the teacher expectation and the consequences of breaking the rules.

-Too focused on eliminating unwanted behavior rather than on helping students learn to control their own behavior.- The teacher is definitely in control and makes all the decisions.-No guarantee that the rules written by the teacher are healthy, rational, and humanizing for the student.

PRACTICALITY IN MALAYSIAN CLASSROOM

• Assertive discipline is suitable for lower level.• Canter is a good starting place for beginning teachers (who

teach in a new environment)

• Using assertive discipline, teacher can easily points out what’s wrong with them and try to make them understand what they did was bad.

• Being firmness to students let the teachers carry out the lesson very well as well as setting the correct learning environment

“I agree that Canter is a good starting place for beginning teachers, with a little help from Skinner… I managed to settle students’ misbehaviour in peacefully using this approach”

Myint Swe Khine (2005)

COMPARE AND

CONTRAST THE

THEORIES

ASPECTS DEMOCRATIC TEACHING BY RUDOLF

DREIKURS

CONGRUENT COMMUNICATION BY HAIIM GINOTT

ASSERTIVE DISCIPLINE BY LEE

AND MARLENE CANTER

Key Concept School as a primary setting for the development of social interest, with adult helping pupils to belong, feel valued, develop positive worth and not feel discouraged.

The use of communication that is harmonious with pupils’ feelings about situations and themselves.

Reinforcement of desired behavior and students’ acceptance of the consequences of their actions.

Teacher’s Role

As a facilitator As a role-model Role modelfacilitator

Approach Pupil-centered Pupil-centered Teacher-centered

ASPECTS DEMOCRATIC TEACHING BY RUDOLF

DREIKURS

CONGRUENT COMMUNICATION

ASSERTIVE DISCIPLINE

Way to handle students’

misbehaviour

Indirectly(Logical and Natural consequences and Encouragement)

Indirectly(Use I message)

Directly

References Use of logical consequences (4mistaken goals)Natural consequences

Sane message Has a classroom discipline plan

Parents’ Involvement

No No Yes

Application During During All the time. (before, during and after)

Practicality For upper level For lower level For lower level

ASPECTS DEMOCRATIC TEACHING CONGRUENT COMMUNICATION

ASSERTIVE DISCIPLINE

Suitability For normal classes Advanced classes

For disruptive/difficult/special need students.

Effectiveness Promotes trust and respect.

-form positive behavior through constructive communication.

-The most widely used discipline plan in schools.-Easy to use and is generally effective.

Effect on pupil’s

behaviour

Fun-learningPromote leadership

Promote good relationship, enhance pupils social skills.

-Students are clear about the teacher expectation and the consequences of breaking the rules.-Respect teachers

THE CHOSEN THEORY

(JUSTIFICATION)

THE REASONS OF CHOOSING ASSERTIVE DICIPLINE

1. Worked well for teachers.

2. It eliminated 99% of any and all discipline problems.3. Provides a structured discipline program.4. Teacher gets to clarify behaviour which are expected from students.5. Students are clear about the teacher expectation and the consequences

of breaking the rules.6. Ensure a correct setting environment.7. The students were more relaxed because the atmosphere was orderly

and calm.

“Perhaps the most telling evidence of the strength of Assertive Discipline is its continued widespread popularity, which suggests that it provides educators skills that work well for

their students and themselves.”

Charles (2002)

8. Teachers have rights to make sure the classroom free of disruption and get

support from administration and parents.

9. Teachers must remember that their mission is to teach students and being

in control of the classroom is key to accomplish this.

10. Teachers need to directly teach students appropriate behavior.

11. Teacher’s need a discipline plan based on mutual respect and trust.

12. Teachers can be successful with all students, even “difficult” ones.

THE REASONS OF CHOOSING ASSERTIVE DICIPLINE