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Developed in the 1970’s by Lee and Marlene Canter •Non- assertive•Hostile•Assertive
Developed in the 1970’s by Lee and Marlene Canter •Non- assertive•Hostile•Assertive
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 StudentsThe 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
14%
86%
Q: ’Does this model allow students to learn and to think for themselves?’ 1. Ye
s2. No
38%
62%
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)
Are there any elements of Assertive Discipline that you disagree with?
Treats the symptoms and not the causes
Benefits
Short Term
Transfer Value
Limited
Devaluation of self discipline!
Do you agree that this is a successful behaviour management model?
1 2
30%
70%
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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