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Assertive Discipline Kylee Ware Maggie Patterson Alyssa Salemi Sarah Green
Assertive Discipline
Kylee WareMaggie Patterson
Alyssa SalemiSarah Green
Assertive Discipline
Lee Canter
Professional Background
• Lee Canter attended CSU at Northridge University and USC
• B.A. in History and Education
• Masters in Social Work
• Lee and Marlene Canter are married
Professional Background
• Both worked with students with behavior problems
• Lee Canter did numerous studies on teachers who had good management skills
Basic Concepts and Principles
• Behavior is a choice
• Teach students how to behave
• Establish clear rules
• Every student has to be treated fairly
Basic Concepts and Principles
• Set up plan for misbehavior
• Negative consequences- only last resort
• Maximum of 5 consequences
• Eliminate need to disrupt class
• Positive reinforcement- once a day
• PLAN
Key Terms
Non-Assertive
-Unclear
Key Terms
Hostile
- Aversive approach
Key Terms
Assertive
-Clear
-Specific
Teacher’s Responsibility
• Assertive Discipline workshops
• Practice and learn from mistakes
• Test run/trial and error
Teacher’s Role
• Take responsibility
• Learn, study, and practice methods
• Create, apply, and analyze
• Encourage co-worker’s feedback
Applying Concepts
• Plan ahead
• Observe and analyze (past)
– Previous years
– Co-workers teaching methods
Applying Concepts
• Observe and analyze (present and future)– Classroom set up
– Classroom rules and consequences
– Changes seen in classroom and students
• Verbal praise
• Respect
Strengths
• Set rules
• Consistence
Strengths
Involves students in their own discipline
Shortcomings
Little research available
Shortcomings“Assertive Discipline provides an attractive, packaged, simple-to-understand, easy-to-implement alternative, which offers initial hope but often leads to disappointment”
-Curwin
When can this model be used?
• K-6: Instead of writing names on board when students are bad, write when they are good
• 7-8: Student’s aren’t helping other students grow and are disrespectful
Beginning of school year for best effect
When can this model be used?9-12: students aren’t handing in assignments and are
talking out of turn
Important Points to Remember
• Catch students being good
• No more than 5 rules or consequences
• Rules should be presented in positive tone
Important Points to Remember
• Don’t punish or embarrass students
• Consequence must be relevant
• Consequence best if immediately
Graphic Citationsfor Kylee Ware
o Slide 1, 2, & 6: www.hasslefreeclipart.com
o Slide 7: www.teacherfiles.com
Graphic Citationfor Maggie Patterson
o Slide: 8 www.school-clip-art.com
o Slide: 9 & 10 www.hasslefreeclipart.com
o Slide: 16 www.classroomclipart.com
o Slide: 17 & 18 www.free-clipart-pictures.net
Graphics CitationsFor Alyssa Salemi
• Slide # 11 www.distancelearning.careeredublogs.com
• Slide # 12 www.teacherspictures.com
• Slide # 13 & 14 www.office.microsoft.com
Graphic Citations For Sarah Green
• Slide # 4-20 Hassle free clip art
• Slide # 5- Everest Academy
• Slide # 19- School-clipart.com
• Slide # 21- My WikiWorld
• Slide # 22- clker
Referencesfor Kylee Ware
Hardin,C.J. (2004) Effective classroom management. New Jersey: Pearson Education Inc.
Canter, L. Assertive discipline: more than names on the board and marbles in a jar. Retrieved February 27, 2011, from DYC Campus: http://campus.dyc.edu/drwaltz/FoundLearnTheo ry/FTL_readings/Canter.htm
References for Maggie Patterson
Curwin, R.L. & Mendler, A.N. (1989). We repeat, let the buyer beware: A response to Canter. Education Leadership, 46(6) 83,1. Retrieved from http://web.ebsohost.com
Manning, L & Bucher, K. (2003). Classroom management models, applications, and cases. Upper Saddle River, NJ: Pearson Education Inc.
Render, G.F., Padilla, J.M., & Krank, H.M. (1989). What research really shows about assertive discipline, Education Leadership 46(6) 72,4. Retrieved from http://web.ebscohost.com
ReferencesFor Alyssa Salemi
Jones, V. & Jones, L. (2010). Comprehensive classroom management: Creating communities of support and solving problems. Upper Saddle River, NJ: Pearson Education Inc.
Hardin, C. J. (2004). Effective classroom management: Models and strategies for today’s classrooms. Upper Saddle, NJ: Pearson Education Inc.
Ferguson, E., & Houghton, S. (1992). The effects of contingent teacher praise, Children’s On-Task Behavior18(1), 83. Retrieved from http://web.ebscohost.com
References For Sarah Green
Ellis, D. W.; Karr-Kidwell, P. J. (1995, January, 27) From a study of assertive discipline and recommendations for effective classroom management methods. P4-6 Retrieved from www.ebscohost.com
Rohrer, K. (2011). Classroom managment – assertive discipline. Retrieved from
http://www.princetonol.com/groups/iad/links/toolbox/discipline1/html
Wiki Ed (2010, May 11). Assertive discipline. Retrieved from
http://wik.ed.uiuc.edu/index.php/assertive-discipline
