Classroom Management: Assertive Discipline

Assertive discipline is an approach to formal education that has been developed in

recent years as a reaction to some progressive child-centered pedagogical theories.

Some educators fear that this approach to teaching and learning advocates a return

to the less enlightened days of the one-room school house, though, admittedly, with

a kinder face. No one wants a system dominated by authoritarian teachers where

children are forbidden to speak and express themselves, but proponents of assertive

discipline want to see firm teacher control and students who respect some well

defined rules of the classroom.

     A teaching methodology based on assertive discipline is founded on good

classroom management. In many ways, this is not a new approach, since good

teachers have always recognized the need for proper control, and they have

traditionally accepted responsibility for identifying acceptable behavior within the

classroom. However, the problem has been that some child-centered theories have

placed too much responsibility on children, expecting them to identify their own

learning needs, and this has sometimes led to a detrimental lack of control by the

teacher. Proponents of assertive discipline reject any system that allows students to

set their own limits.

     Without proper control, no teacher can implement an effective educational

program. Too many classroom rules can be counter productive, of course, but it is

still necessary to provide positive direction by clearly stating and enforcing the limits.

Unacceptable behavior must be clearly defined, and teachers must be firm in dealing

with transgressions by applying appropriate consequences. Most experienced

educators agree that a combination of kindness and firmness produces the best

results.

     One of the hallmarks of good education today is the positive rapport

between teachers and students. Proponents of assertive discipline agree that this

positive approach must be maintained, and good behavior must be reinforced by

recognition and reward. But the other side of the equation must be addressed too.

The consequences of unacceptable behavior need to be clearly defined, and they

should be based on an escalating scale if transgressions on the part of some

students are frequent and persistent. In general, however, it should be possible for

students to begin each day afresh with no regard given to any failings of the previous

day.

     Assertive discipline is most effective when it is implemented under a school

policy rather than exclusively in an individual classroom. Students need to know

that their teacher is supported by administrative staff and by their own parents, and

that the codes of behavior being applied in the classroom have been discussed and

decided by everyone involved. It is essential, therefore, that parental assistance and

involvement be secured at the beginning of a school year. This is usually done

through a general staff-parent meeting where details can be outlined and specific

involvement by parents can be explained. Most parents appreciate a collective

approach in order to ensure a safe and secure school environment and will readily

cooperate with the administration and staff. Any decisions made in these meetings

should be recorded and clearly stated in the school handbook.

     Assertive discipline can be seen as a reminder that students and their parents

have a right to expect positive direction and control within the school setting. Child

centered programs do not advocate an abdication of control by teachers, but focus

on the learning needs of individual children. These needs can be implemented most

effectively when teachers are clearly in charge, and in this regard, assertive

discipline is quite correct in its propounded objectives.http://www.instructorweb.com/doc/assertivediscipline.asp

Assertive Discipline    Assertive discipline is a structured, systematic approach designed to assist educators in running an organized, teacher-in-charge classroom environment.  To no one's surprise, Lee and Marlene Canter, when consulting for school systems, found that many teachers were unable to manage the undesirable behavior that occurred in their classrooms.  The Cantors, rightfully so, attributed this finding to a lack of training in the area of behavior management.  Based on their investigation and the foundations of assertiveness training and applied behavior analysis, they developed a common sense, easy-to-learn approach to help teachers become the captains of their classrooms and positively influence their students' behavior.  Today, it is the most widely used "canned" (prepared/packaged) behavior management program in the world.  Assertive discipline has evolved since the mid 70's from a rather authoritarian approach to one that is now more democratic and cooperative.

    The Cantors believe that you, as the teacher, have the right to determine what is best for your students, and to expect compliance.  No pupil should prevent you from teaching, or keep another student from learning.  Student compliance is imperative in creating and maintaining an effective and efficient learning environment.  To accomplish this goal, teachers must react assertively, as opposed to aggressively or non assertively.

    Assertive teachers react confidently and quickly in situations that require the management of student behavior.  They are supported by a few clearly stated classroom rules that have been explained, practiced, and enforced consistently.  They give firm, clear, concise directions to students who are in need of outside guidance to help them behave appropriately.  Students who comply are reinforced, whereas those who disobey rules and directions receive negative consequences.  Assertive teachers do not view students as adversaries, nor do they use an abrasive, sarcastic, hostile

style  (as with "hostile" teachers).   Neither do they react in a

passive, inconsistent, timid, non-directive manner (as with "non-assertive"

teachers). 

    Assertive teachers believe that a firm, teacher-in-charge classroom is in the best interests of students.  They believe that the students wish to have the personal and psychological safety experienced when their teacher is highly competent in directing behavior.  The Canters state that society demands appropriate behavior if one is to be accepted and successful.  Therefore, no one benefits when a student is allowed to misbehave.  The Canters say that teachers show their concern for today's youth when they demand and promote appropriate classroom behavior. Additionally, educators have the right to request and expect assistance from parents and administrators in their efforts.   Assertive discipline provides strategies for gaining this support. For example, to gain the support of administration, write your rules, positive consequences, and a list of penalties. The list of negative consequences moves from official warning/cease-and-desist order, to removal from the classroom. In between are sequentially more punitive outcomes for failure to comply with the teacher direction. (You can find out more about setting up your classroom management plant inside the "Free podcasts & videos" button on the home page of BehaviorAdvisor.com Scroll down to "Setting up your classroom management system)

Once you have your written document, schedule an appointment with the person in charge of discipline (Dean of Students, Assistant Principal). Present your plan. If it receives a positive review, say "Thank you", and mention that the step that follows the last one on your list is a visit to "the office". If the administrator backs off from the support for your plan, ask what needs to be done to gain his/her backup to your plan. Work together to create a system in which you do your best to address misbehaviour in your classroom, but can be assured of admininistrative support if the youngster is non-responsive to your in-class attempts to help him/her display appropriate behavior.

    More than being a director, assertive teachers build positive, trusting relationships with their students and teach appropriate classroom behavior (via direct instruction...describing, modeling, practicing, reviewing, encouraging, and

rewarding) to those who don't show it at present.  They are demanding, yet warm in interaction; supportive of the youngsters; and respectful in tone and mannerisms when addressing misbehavior.  Assertive teachers listen carefully to what their students have to say, speak politely to them, and treat everyone fairly (not necessarily equally).

 

 

Click here      to read a report on the observed actions of co-teachers; one assertive and the other hostile

 

 

 

How to Use Assertive Discipline

1. Dismiss the thought that there is any acceptable reason for misbehavior (Biologically based misbehavior may be an exception).

2. Decide which rules you wish to implement in your classroom. Devise four or five rules that are specific and easily understood by your students. (For more on making rules, see the home page link on "How to create your own behavior management system" or the video podcast on this topic)

3. Determine negative consequences for noncompliance (You will be providing a

consequence EVERY TIME a student misbehaves).  Choose three to six negative consequences (a "discipline hierarchy"), each of which is more punitive or restrictive than the previous one.  These will be administered if the student continues to misbehave.  The Canters recommend that you NOT continue punishing if talking with the youngster will help to defuse the situation.  (For more on making and implementing consequences, see the home page link on "How to create your own behavior management system")

4. Determine positive consequences for appropriate behavior.  For example, along with verbal praise, you might also include raffle tickets that are given to students for proper behavior.  Students write their names on the cut up pieces of paper and drop them into a container for a daily prize drawing.  Even if a student is having a bad day, there is a reason to improve...s/he might get a ticket and have a chance at winning the raffle prize.  Others might receive notes of praise to be shown to their parents. 

    Group rewards are also used.  A marble might be dropped into a jar for each predetermined interval that the class as a whole has been attentive and respectful.  When the jar is full, a special event is held. Some assertive teachers write a letter of the alphabet on the board for each period/activity of good group behavior.  When the letters spell "Popcorn Party" (or some other

activity), that event is held.

5. Conduct a meeting to inform the students of the program.  Explain why rules are needed.  List the rules on the board along with the positive and negative consequences.  Check for understanding.  Review periodically throughout the year (especially soon after implementation of the program) in order to reiterate important points and consolidate the program.

6. Have the students write the rules and take them home to be signed by the parents/guardians and returned (optional depending on age of students, chances of

forms being reviewed and returned, etc.).  Attach a message explaining the program and requesting their help.

7. Implement the program immediately.

8. Become skilled in the use of other assertive discipline techniques: a. Communicate your displeasure with a student's misbehavior, but then be sure to tell the student what s/he should be doing.  For example, consider: "Bill, please put the pencil down on the desk and pass your paper forward."   Notice that the teacher told the student what to do.   Often students contine to display inappropriate behavior when they have been told to discontinue it because they do not know what they should be doing.  Now that you have given a direction, you can reinforce the student for compliance or punish him or her for noncompliance.  Be sure to add emphasis to your directions by using eye contact, hand gestures, and the student's name. b. Recognize and quickly respond to appropriate behavior.  This quick action will encourage the students to display the desired behavior more often.  Be aware that some students may need to be reinforced quietly or non-verbally to prevent embarrassment in front of peers. c. Learn to use the "broken record" technique. Continue to repeat your command (a maximum of three times) until the student follows your directions.  If directions are not followed at that point, the sequential list of penalties is implemented.  Do not be sidetracked by the student's excuses.   Consider this example of the procedure:     Teacher: "Vince, you have work to do. Get away from that window and sit in your seat."     Student: "But I want to see the cop give that guy a ticket." (Now you have to make a choice: Is this incident a "teachable moment", in which everyone could go to the window and we could teach about law enforcement, greivances in court, insurance rates, etc.; Or is it important at this time for everyone to be working on something else more essential?)

    Teacher: "I understand, but I want you to sit down now."     Student: "'Just one minute, OK?"     Teacher: "'No, Vince, I want you to sit down now."     Student: "Aw, OK."Nice kid.  If the command is not followed, you might issue a choice to the student.  This can be done after the first, second, or third request. Give the student a choice between following the command or facing a consequence for disobedience.  For example: "Vince, you have a choice. You can sit down now or you'll sit with me after school (or during recess)."   If you find it necessary to implement the consequence, make it clear to the student that s/he made the decision as to which option would occur.  The consequence should be administered quickly and in a calm, matter-of-fact manner.  In the above situation, you would move through your list of negative consequences until the student complies. d. Learn to use the "positive repetitions" technique.  This is a disguised way of repeating your rules so that all students know what to do (This procedure

appears to be a restatement of Jacob Kounin's "ripple effect" strategy).  Repeat the directions as positive statements to students who are complying with your commands (e.g. "Jason raised his hand to be recognized.  So did Harold and Cynthia.  Thanks

you."). e. Use "proximity praise" (also appears to have been borrowed from Jacob

Kounin).  Instead of just focusing on the misbehaving students, praise youngsters near them who are doing the correct thing.  It is hoped that the misbehaving students will then model that appropriate behavior (Kounin's

"ripple effect").  The comments can be made specific and obvious for younger students.  More subtle recognition is required for adolescents. f. Make use of proximity control; moving toward misbehaving students (indicated moreso for younger kids).  Invite (pre)adolescents into the hallway to "talk" to avoid embarrassment in front of peers (and the negative behavior that will

most likely result if you engage in public chastisement). g. If kids don't presently possess desired classroom behaviors, teach them!  This instruction involves more than just giving commands.  Teach and roleplay actions in order to promote responsible behavior (see the page on this site titled "Teaching social skills to kids who don't have them")

    

 

Activities and Discussion Questions

1. Identify the following teacher response as being that of an assertive teacher, a hostile teacher, or a non-assertive teacher (sometimes you will see a combination of two types):

a. "Tish, I like the way you raised your hand before speaking."

b. "Conchita, please start putting your project away.  It's been five minutes since I asked you to clean up."

c. "I give up.  If this group doesn't want to listen, its your problem, not mine."

d. "Get to the end of the line! (The teacher grabs the student's shoulder and pushes him

toward the end of line.)  If you want to act like a bully, I'll show you what it's like to get pushed around."

e. Typically active students are working quietly on their projects while the teacher sits at his desk and talks with the classroom aide.

f. Students are off task while the teacher quietly sits at her desk and corrects assignments.

g. "Jamie, stop hitting. You will keep your hands to yourself or you will go to the time-out room."

h. "Louise, you did such a nice job on your composition!  Let's go down to the office to show Mrs. Gailey (the well-liked assistant principal)."

i. "Hank, when are you going to learn that spitting at people is not a good way to handle conflicts?"

j. "Quit acting like a baby. Act your age."

k. "I want you to stop talking and finish those math problems."

1. "'I don't believe it. You finally handed in an assignment that doesn't look like chicken scratchings."

m.  "Wow, you only made that one small mistake. Great work Carmen."

n. Peter is working diligently on his seatwork.  He feels a hand on his shoulder and looks up to see the teacher give him a smile and a wink.    

2. Provide an assertive response to the following situations:

a. Five students are gathered around a small table for their reading lesson. While three students read or listen, Calvin and Poonam are poking each other and making faces.

b. When told to get back on task, Juanita tells you that she is feeling ill today. This response is not typical for her.

c. When told to get back on task, Kevin tells you that he is feeling ill today.  This is commonly reported by him, has been evaluated out by the school nurse, and is believed to be a ploy he uses to avoid class work.

d. Berj rips up his worksheet and throws it on the floor, mumbling, "I'm not doing this crap."

e. Diana leaves her seat to tug on your arm and ask for assistance. You tell her to sit down and raise her hand.  She starts to cry and accuses you of never helping her.  

3. Demonstrate the "'broken record" technique by writing responses for the teacher.  Show your concern for the student by prefacing your unwavering direction/command with a supportive message (e.g.,  "I understand, but...").

a. Mike is not wearing his goggles during an activity that requires chipping pieces off of a rock with a hammer and chisel. Teacher:       "Mike, put those goggles on." Mike:          "It's OK I've done this before." Teacher:      "                                                 ." Mike:          "But the goggles get hot and fog up." Teacher:      "                                                 ." Mike:          "Aw, but they mess up your hair and leave red lines on your face." Teacher:      (Offer a choice.  Restate the direction and inform him of the consequence that will                             occur if he fails to comply.)  

b. The softball beats Antonis to home plate and he violently pushes Tim who is waiting at the plate for the tag.  Tim receives a hard knock on the head as a result of the push-initiated fall.

Teacher:      "Antonis, sit down for a few minutes." George:       "For what?!" 

Teacher: George:       'They do it in the pros!!" Teacher: George:       "Bulls--t!  Why do I have to sit out for playing right?  If Tim doesn't want to get                         hurt, he shouldn't stand in front of the plate!" Teacher:      (Offer a choice with a negative consequence for noncompliance.)  

c. You see Tyler put the stuffed clown doll in his desk rather than returning it to the toy box.             You decide to give a friendly hint or two. Teacher:     "Tyler, I don't see Emmett in the toy box." Tyler:          Places his face in his folded arms on the table, then raised it up to give you one                         of his wonderful smiles. Teacher:     "Emmett gets lonely without his clown friends." Tyler:         "I won't play with him." Teacher:     (Issue a direction) Tyler:         "No! Teacher:     (Offer a choice with a negative consequence for noncompliance.)  

4. To understand how messages are made more effective by the use of the student's name, eye contact, and gesture, practice the following steps with another person.

a. Sit ten to fifteen feet apart from your partner who is standing. b. While looking down or away from your partner, say, "Sit down." c. (partner stands up again if seated)  While looking down or away from your partner, say            "(Name), sit down." d. (partner standing) Say, "(Name), sit down," while looking assertively into the eyes of your             partner. Maintain this eye contact for a few seconds. e. (partner standing) Say, "Name, sit down," while maintaining eye contact and gesturing             toward the chair. f. (partner standing) Stand up while completing step (e).  Be aware that some older students             may see this behavior as a challenge to a conflict. g. Switch roles and repeat steps (b) through (e) (...but leave out the gesture). Have a partner 

            play the role of a student who has just sat down in his/her chair after delivering a message             for you.  Instead of using the phrase "Sit down" (as in the last situation), use "Thank you for             your help".   (Dr. Mac's note: Allow the student to decide on whether s/he will give direct eye contact.  While eye-contact from children during discipline is common among those raised in homes with European ancestry, most other cultures of the world require a student to look down or avoid eye contact while being disciplined.  However, you, as the adult should usually use strong eye contact.  Even this recommendation might be inappropriate at some times though...as when dealing with adolescents who might become combative.  In that case, polite requests given with a lessened contact of the eyes may be indicated.)

5. Practice giving positive reinforcement and consequences in different ways by engaging in the tasks below with a partner. a. Have someone play the role of a student who is quietly writing a composition and         sometimes looks up momentarily to think.  Give five different nonverbal signals (e.g., 

        wink, smile, nod, "thumbs up," OK sign, etc.). b. Use positive touching on the student's back or shoulder and give a nonverbal signal. c. Give a positive comment to the whole class (use your imagination) because they are all         working so diligently. d. Have your partner approach your desk and ask if his or her paper is "OK".  Say something positive to the student in a personal, quiet voice. Give specifics in a positive or constructive manner.  Remember to use eye contact and the student's name.  

6. Conduct a self-analysis by completing the following: a. List the names of a few students whose behavior has been difficult for you to manage.

b. Decide with which of these pupils you failed to set firm consistent limits (non-assertiveness) because: You were afraid of them or their behavior You might cause them psychological harm You felt inadequate to handle their unusual behavior You were concerned that they might not like you You weren't sure what to do

c. With which of these pupils did you react in an aggressive manner (hostile

teacher practice) by:    -Yelling     -Berating     -Belittling 

    -Getting physical     -Using sarcastic, hurtful humor     -Using a punishment that was too harsh given the offense  

d. Analyze your typical behavior management style.  Do you set firm, consistent limits for all         students?  Do you respond to misconduct in a non hostile, assertive manner? Do you use a firm, calm, confident voice? Do you use eye contact, gestures, and the student's name? Do you have a sequential listing of responses (e.g., warning, detention, send to

office) so         that you are prepared to administer a negative consequence, and do the students know         that you will respond in a consistent manner? Do you "catch the students being good" (e.g., answering questions,  doing requested 

        assignments)?

e. Write down the changes that you must make to develop a style that is consistent with the         assertive discipline.  

7. Follow steps 2, 3, and 4 under the section entitled How to Use Assertive Discipline.      Also write the message mentioned in step 6.  

8. Visualize a classroom experience you have had when you felt inadequate or reacted in a nonassertive or hostile manner.  Now relive that experience and act assertively in it.  Say your response out loud.  Use an assertive, confident voice.  

9. With another person, discuss the following: a. Should students have an influence in the formation of rules and routines?  If so, to what         extent? b.  Are there any legitimate excuses for misbehavior (e.g., misinterpretation of a situation,         illness,  home problems, cultural difference in what is perceived as the correct way to 

        respond in a situation)? c. Is this approach useful for all teachers, students, and educational programs?

10.  The Canter's believe that kids choose to misbehave.  Do you believe that all behavior is a conscious choice on the part of youngsters?  Might some kids be reacting habitually and therefore need to be made aware of options to create the ability to choose?

11.  The Canter's recommend that your first step in dealing with misbehavior is to tell the student that s/he has "a warning".  How do you feel/react when you are given "a warning"?  Might the word "Reminder" be a better choice?  Might you try other things before giving a direct warning? (e.g., distracting the youngster back to task, asking the youngster what's up, etc.)

12. Go to the link on Dr. Mac's home page titled "Different ways to catch them being     good".  There you will find reports on the use of many of the techniques mentioned     above.     

 

http://www.behavioradvisor.com/AssertiveDiscipline.html

Assertive Discipline Theory

Lee and Marlene Canter developed the Assertive Discipline model after observing that effective teachers acted assertively; these teachers expressed their expectations to their students and were prepared to act if those expectations weren’t met. (Baron 1992) The Canters believed that teachers were in charge of the classroom and had the right to teach without interruptions, and they offered the following value statements as they relate to the classroom teacher:

 You have the right and the responsibility to establish rules and directions that clearly define the limits of acceptable and unacceptable student behavior. You have the right and responsibility to be supportive of those students who are not disruptive. You have the right and responsibility to teach students to consistently follow these rules and directions throughout the school day and school year. You have the right and the responsibility to ask for assistance from parents and administrators. (Wolfgang 2005, p. 82)

The Canters developed the Assertive Discipline model based on the premise that students choose to behave as they do, and therefore the school environment should be structured in such as way that students choose to behave in an acceptable manner. (Charles 2008) In addition, administrators and parents are expected to support the teacher in enforcing the pre-set rules.

The Assertive Discipline plan has three steps:1. Establish rules that students must follow at all times. These rules must be observable and enforceable. They must be clearly conveyed to the students ahead of time.2. Develop supportive feedback that students will consistently receive for following the rules. Feedback can be given in various forms such as praise, positive notes and phone calls home, awards, rewards, and special privileges. The emphasis is on reinforcing the positive behavior of students rather than giving attention to the misbehaving student.3. Define corrective actions that the teacher will consistently use when a student chooses not to follow a rule. The corrective actions must be clearly stated to the student so that the student understands that he or she chose the actions by breaking the rules. Actions begin fairly mild and increase in severity. For instance, from a warning for a first infraction to staying in class after the bell has rung to a call to parents to a trip to the principal’s office for several infractions. (Wolfgang 2005; Baron 1992)

http://assertive-discipline-project.wikispaces.com/Assertive+Discipline+Theory

Criticism and Defense

  Edit   0   13 …

Criticisms of the Assertive Discipline theory abound. As a behavioral management theory that has been around for 35 years there has been much time to analyze and debate the techniques and question the effectiveness and potential backlash or negative impacts of such a structured system. Some of the main criticisms, questions, and misconceptions that have come up over the years include:

1. Assertive Discipline’s emphasis is on providing only negative consequences when students misbehave ("Assertive Discipline: More Than Names").

2. Assertive Discipline is a rigid approach that provides a “one-size fits all” system.3. Writing student’s names on the board and adding supplemental check marks as they continue to

break rules, is humiliating to students and carries a lasting negative impact.

Lee Canter has had many opportunities to explain and defend some of the issues that are frequently raised about Assertive Discipline. In addressing some of these criticisms, especially those that are more difficult to support with empirical evidence from the research studies that have been done over the years, he has taken the opportunity to make revisions to his earlier techniques and to refine his theory. Following are some responses that Lee Canter has given to the specific issues mentioned above. 

1. “From the beginning, Assertive Discipline has been based on a balance of positive reinforcement and negative consequences.” (Canter, "Let the Educator Beware" 72) Assertive Discipline trains teachers to use both consequences for disruptive behavior along with consistent positive recognition of desired behaviors. (Canter, "Let the Educator Beware" 72) Positive recognition is not simply thanking students for good behavior, but rather an ongoing behavioral narrative provided by the teacher. This is a move past praise of individual student behavior that can be seen as judgmental and as a game for students of seeking approval points from the teacher. As a teacher describing the whole scene, and referring to groups of students exhibiting acceptable behaviors that you are seeing and hearing, you are giving positive and non-judgmental recognition that can provide positive motivation for all of your students. (Canter, “Assertive Discipline” 65)

2. Assertive Discipline provides an outline and a systematic approach that emphasizes consistency in handling classroom misbehavior. “It is vital for classroom teachers to have a systematic discipline plan that explains exactly what will happen when students choose to misbehave,” and “without a plan, teachers must choose an appropriate consequence at the moment when a student misbehaves” (Canter, "Assertive Discipline: More Than Names"). Without a plan teachers tend to be inconsistent and in the heat of the moment often respond differently today then they might have the day before for the same rule infraction as well as differently to students from differing socioeconomic, ethnic, or racial background. There are many issues that have been addressed in the development of Canter's Assertive Discipline model, it is not based upon one type of student or one type of teacher. At the same time, “Assertive Discipline is not a cure-all. It is a starting point. Every teacher should also know how to use counseling skills, how to use group process skills, and how to help students with behavioral deficits learn appropriate classroom behaviors. In addition, classroom management must be part of an educator's continuing professional development.” (Canter, "Assertive Discipline: More Than Names") Also, it is often overlooked that Assertive Discipline takes into account a variety of factors that can contribute to student’s misbehavior. Factors such as a student’s need for extra attention, their need for limits, or their need for extra motivation (Canter, “Assertive Discipline” 54) have been recognized during the development of the Assertive Discipline techniques and the basic concepts of providing great amounts of attention for appropriate behavior, providing firm and consistent limits, and focusing classroom behavior management efforts toward getting students to do their work, are aligned with the aforementioned student’s special needs.

3. Names and checks on the board are often attributed as essential elements to the Assertive Discipline program, but this is inaccurate and has been altered along the way by Lee Canter in response to the fears that student names and checks on the board can be perceived as potentially humiliating to individual students. Canter, says he originally suggested this particular practice because he had seen teachers interrupt their lessons to make outlandish negative comments to misbehaving students. Comments like, “I’ve had it. You're impossible.” In an effort to eliminate the need to stop the lesson to reprimand a student, Canter felt that writing a students name on the board would act as a calm notification to the student that they were being warned. This would also serve to allow the teacher to keep teaching while recording and keeping track of the hierarchy of infractions by the students without continued interruptions to class instruction. (Canter, "Assertive Discipline: More Than Names") Subsequently, Canter has revised his theory stating, “I now suggest that teachers instead write an offending student's name on a clipboard or in the roll book and say to the student, “You talked out, you disrupted the class, you broke a rule. That's a warning. That's a check." ("Assertive Discipline: More Than Names")

Although Canter has refined his theory over the years and as recently as 2010 released a 4th edition

of Assertive Discipline: A Take-Charge Approach for Today's Educator, he contends that his theory is only the first step in developing a personal system of classroom management. "Teachers who are effective year after year take the basic Assertive Discipline competencies and mold them to their individual teaching styles.” (Canter, "Assertive Discipline: More Than Names") Assertive Discipline is a starting off place from which teachers can develop their personal classroom management skills and help students with behavioral challenges to learn appropriate classroom conduct. This is just a part of the continuing education all teachers need in building their techniques in classroom management.

http://leecanter-assertivediscipline.wikispaces.com/Criticism+and+Defense

ASSERTIVE DISCIPLINE

 

 

 

This model is developed by Lee Canter who is a child guidance specialist. He has established an organization in California called Canter and Associates, through which he provides training for teachers who want to become more assertive in their teaching. He and his wife lead workshops all over the US and the world.Canter believes that teachers have traditionally ignore their own needs in the classroom.

 

However, they have their own needs, wants, and feelings just as their students. For Canter, teachers must insist that their own rights are met in the classroom. These rights include :

The right to establish classroom rules and procedures that produce the optimum learning environment

The right to insist on behavior from students that meets teachers’ needs

 The right to receive help in disciplining from both parents and school administrators when support is needed. Students also have rights. They have the right to have teachers who will limit inappropriate behavior, who will provide positive support for appropriate behavior and who will communicate how students should behave and what will happen if they do not.

Canters advocate that teachers must learn to assert themselves. Assertive teachers clearly and firmly communicate personal wants and needs to students and are prepared to enforce their

words with appropriate actions. They atttempt to get their own needs met and still take into account the capabilities of their students. Teachers need to communicate the idea that they care too much about themselves to allow students to take advantage of them.They also need to show students that they care too much about them to allow their inappropriate behavior to go unnoticed.In simple terms, assertive teachers let students know that they mean what they say and say what they mean.

The assertive teacher is able to

 identify wants and feelings in interpersonal situations verbalize wants and feelings in a straightforward way persist in stating wants and feelings use a firm tone of voice  maintain eye contact when speaking reinforce verbal statements with nonverbal gestures

Teachers, according to Canters, fall into one of three categories regarding to their response styles to misbehaviors of their students. These response-style categories are assertive, hostile and nonassertive. 

A nonassertive teacher is passive, often inconsistent and unwilling to impose demands on student behavior. He fails to let the students clearly know what he wants and what he will not accept.

Nonassertive response: “Please (almost pleading) try to stop talking while I am teaching. How many times do I have to warn you?”

Comment: Even while enforcing legitimate rules, nonassertive teachers have a tendency to plead. Asking students to try to stop talking is not really what the teacher wants. What he wants is the students to actually stop talking.

A hostile teacher address students in an abusive way. He often loses his temper. Hostile teachers and the behaviors they use, hurt students’ feelings, provoke disrespect and a desire to take revenge.

 Hostile response: “Hey, you two. Where are your manners? You are the most inconsiderate kids I have ever had the

misfortune of teaching. Now turn around and shut up if you know what is good for you.”

Comment: Hostile teachers see the situation as “me versus them”. They take everything personally.

An assertive teacher protects the rights of both the teacher and the student. With this style, he makes his expectations known to students in a calm and businesslike manner. He backs up his words with actions when necessary.

Assertive response: While continuing to lecture, the teacher moves over to the chattering students and says “Ahmet and Ali, the rule in this class is that while one person is talking the rest of the class will remain quiet and listen. I want you to stop talking, turn around and face front, and pay attention to the lecture.”

Comment: Assertive teachers act in a calm, confident and businesslike manner. They let their discipline plan do all of the work. The response they desire is clearly communicated.

In assertive discipline model, the teacher has to write out a discipline plan, gives a copy to the principal for approval and sends it home to parents asking feedback and suggestions. The teacher also teaches the plan to the students on the first day of the class.

In a teacher discipline plan,  Click to see >> 

Assertive command: say name, gesture, touch, establish eye contact and tell the student exactly what to do.

 “Ahmet, you knew the rules and you have chosen to break them, now you must experience the consequences (states the student’s name, points a finger at her, and then gestures toward the door and makes eye contact) I want you to stand, go out to door and go straight to the principal’s office.”

 

 

 

 

 

If the student does not do what is asked from her, then the teacher repeats assertive command three times which is called broken record, then follow with consequences. The broken record technique involves a teacher’s insistent but not mean repetition of her original message.The teacher repeats the reques as originally stated- like a broken record. Teachers should use the exact words, same tone, same volume each time the request is delivered.

 

 

 

Who-squad: After the fifth breaking of the rule, the student is sent to the principal’s office. If he refuses, the teacher gives 2 previously prepared letters to a well-behaved student to take to the principal. They come to class and ask “who”. The teacher points and says the name. The squad then escorts the students to the office. Corporal punishment is not a part of assertive discipline.

Suggested classroom procedures

Scanning: While working with a group of students, the teacher periodically looks up and over the remaining students in the classroom and gives praise statements to those who are actively working.

Circulating the classroom: “Don’t stay seated behind your desk” directs the assertive discipline. Get on your feet and move around the classroom.

http://www.metu.edu.tr/~e133376/project/Assertive %20Discipline.htm

ASSERTIVE DISCIPLINE

The discipline system known as Assertive Discipline was developed by Lee and Marlene Canter in 1976. In the first 12 years of distribution "Lee and Marlene Canter claim to have trained some 300,000 teachers in workshops in 48 states -- including half of the teachers in Oregon and California" (Crockenberg, 1982, p. 59). By 1989, some 500,000 teachers had been trained in Assertive Discipline. (Render, Padilla, and Krank, 1989) No other discipline system has made such claims of distribution and acceptance.

Assertive Discipline teaches students to accept the consequences of their actions. It has "as its basic premise the reinforcement of appropriate behavior" (Render, Padilla, and Krank, 1989, p. 609). "Responsibility is exactly what Assertive Discipline is all about" (Canter, 1988, p. 24). Practitioners of Assertive Discipline are taught that they must learn to be assertive in taking control of the class. A system of rewards and punishments are devised by the teacher to let students know when they have acted correctly or incorrectly. Increasingly unpleasant penalties are incurred by students who continue to make improper choices. Canter expresses concern about teachers who "spend too much time punishing children. . . . This is the key to Assertive Discipline, positives and lots of praise" (Canter, 1988, p. 24).

Assertive Discipline is generally considered easy to learn. "Assertive Discipline provides an attractive, packaged, simple-to-understand, easy-to-implement alternative" (Curwin and Mendler, 1989, p. 83). Assertive Discipline seems to be the easiest discipline system to implement. (Emmer, 1986; Edwards, 1993) Teachers will often feel secure in implementing Assertive Discipline with only a few hours of training in a seminar behind them. (Curwin and Mendler, 1989; Emmer, 1986; Edwards, 1993)

There are many criticisms of Assertive Discipline. There has been limited research on the effectiveness of such a widely accepted discipline system. (Curwin and Mendler, 1989) "We found only 16 studies (10 dissertations, 3 journals, and 3 other reports) meeting our criteria. Equally surprising is the nature of the studies. Not one study systematically investigated the program's effectiveness compared with any other specific approach" (Render, Padilla, and Krank, 1989, p. 72).

Although Assertive Discipline is widely used, there are many arguments that suggest it does more harm than good. (Watson, 1982; Crockenberg, 1982; Curwin and Mendler, 1989; Gartrell, 1987) The self-esteem of students is often decreased by methods born of Assertive Discipline. "Excessive control is apparently a major contributing factor in creating at-risk conditions for school children" (Edwards, 1994, p. 344).

Assertive Discipline is also criticized on the basis that it suggests that all problems in a classroom stem from students who do not know how to behave. (Curwin and Mendler, 1989) "The Canters nowhere in their book recognize that behavior problems in the classroom might possibly be a function of poor teaching" (Crockenberg, 1982, p. 63). Students are forced to accept the rule of the teacher or else. Lines of control are strictly enforced with little or no democracy in the classroom. It is up to the teacher to make and enforce classroom rules. "The teacher knows what is required. . . . Parents must adapt to the teacher's requirements. Any attempts by parents to criticize teaching are understood to be 'side-tracking manipulations', uninformed and unfair" (Crockenberg, 1982, p. 63). Hitz (1988) describes Assertive Discipline as "power assertion rather than developing responsible behavior" (p. 25)

http://www.brains.org/classroom_management.htm