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Lee Canter BiographyAttended California State UniversityAspired to be a teacherComplete Masters degree at University of Southern CaliforniaBegan working as a psychiatric social worker in Southern CalMarlene CanterReceived teacher certificateTraining in special educationStudied child developmentWished to be a social worker specializing in working with children.

Married in 1970 and focused on the hopes for the future to make a difference in childrens lives.During teaching, Marlene encountered a child whose behaviour was so disruptive that it kept her from teaching her class.Lee and Marlene began researching disciplinary problems in classrooms and teacher techniques.Together, their passion for helping children in the classroom led to research and the development ofAssertive Discipline.1976 co-founded the company Lee Canter and AssociatesTheir mission: To provide educators with tools necessary to maximize their students learning potential.Key Concepts of Assertive DisciplineRewards and punishments are effective.Both teachers and students have 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. The Canters believe that a teachers response style sets the tone of his or her classroom. This response style impacts students self-esteem and the students success in the classroom.Three ResponsesNon- assertive styleUsually ineffectiveUsed by teachers who fail to establish clear standards of behaviour or who fail to follow through on threats with appropriate actions.They seem wishy- washy and unable to state clear and consistent expectations (vague)No solid leaderships is provided.Students learn not to take these teachers seriouslyCharacteristics: passive, inconsistent, timid, non- directive

Hostile StyleUse an aversive approachShouting, threats and sarcasmPotential for emotional and physical harmTheir message indicate a dislike for studentsStudents tend to feel they are being unjustly controlled.Characteristics: sarcastic, uses commands, abrasiveAssertive styleClear and specific limits placed on studentsPositive rewards and negative consequencesMake expectations known to all stakeholdersReact confidently and quickly in situations that require the management of behaviourNeeds and rights in the classroomStudents rightsAn optimal learning environmentHave teachers who help to reduce inappropriate behaviourHave teachers who provide appropriate support for appropriate behaviourHave teachers who do not violate students best interestsChoose how to behave with knowledge of the consequences that will followTeachers rightsMaintain an optimal learning environmentExpect appropriate behaviourExpect help from administrators and parentsEnsure students rights and responsibilities are met by a discipline plan that:Clearly states expectationsConsistently applies the consequencesDoes not violate the best interests of the students

Developing rulesGeneral rulesRespect the property of othersKeep your school cleanBe polite to each otherSpecific rulesRaise your hand before speakingAsk for permission before leaving your seatWhen using the rulesEstablish the rulesSet the consequencesDetermine what will happen if the penalty is not completedDetermine what will happen if the behaviour continuesTeach the rules and consequences to the students.

strategiesThe Discipline HierarchyGives students information about the consequences they will face, as well as the order in which they will face them.Grade one student upon their first misbehaviour will receive a verbal warning.A time out may be given after a second or third misbehaviour.A parent may be notified after a fourth offense.A fifth offense may result in a trip to the principals office.Establishing discipline that provides structure and identifies behaviour limitsPositive RecognitionWill motivate students to behave appropriately.Reduces problem behaviors.Helps to build relationships with students.Increases students self-esteem.

ConsequencesSomething that will not be liked by the students, but is never potentially harmful to them.Consequences must be delivered to the students as a choice.Consequences do not have to be severe or harsh to be effective.Establishing RewardsTangibleBookmarkPencils and other suppliescertificatesGraphicStarstickerSocialWords SmilesGesturesHow to use assertive disciplineDismiss the thought that there are any acceptable reasons for misbehaviour.Decide which rules you wish to implement in your classroom. Come up woth four or five important rules that are easy for your students to remember and follow.Determine the negative consequences for non compliance. Choose 3 6 consequences tat will be used each time the consequences become more punitive.Determine positive consequences for qppropriate behaviour.Teaching the discipline planExplain why rules are neededTeach the specific rulesCheck for understandingExplain how you will reward students who follow rulesExplain why there are corrective actions for breaking the rulesTeach the corrective actions and how they are applied.Check again for understanding