Assertive Discipline

Founded by Lee Canter

[Presented by Amber Pryor]

Basic Goal…

•The goal of Assertive Discipline is to help teachers increase their influence in their classroom by becoming more assertive.

Definition of an assertive teacher:

• One who clearly and firmly communicates her wants and needs to her students, and is prepared to reinforce her words with appropriate actions.

• She responds in a manner which maximizes her potential to get her needs met, but in no way violates the best interests of the students.

The teacher’s “rights”:

• The right to establish a classroom structure and routine that provides the optimal learning environment in light of your own strengths and weaknesses.

• The right to determine and request appropriate behavior from the students which meet your needs and encourage the positive social and educational development of the child.

• The right to ask for help from parents, the principal, etc., when you need assistance with a child.

The student’s “rights”:

• The right to have a teacher who is in a position to and will help the child limit his inappropriate self-disruptive behavior.

• The right to have a teacher who is in the position to and will provide the child with positive support for his appropriate behavior.

• The right to choose how to behave and know the consequences that will follow.

Three Basic Response Styles

• Non-assertive

• Assertive

• Hostile

Non-Assertive

• This teacher is wishy-washy and afraid of the students. Students manipulate or walk all over her.

• Results in constant testing of wills, frustration, and burn out. Good behavior goes unnoticed, so students stop trying.

Hostile

• The teacher is “mean,” and resorts to grabbing, shouting, name-calling, and berating students to keep them in line.

• Results in guilt, negativity, and fear. Students will do what they must to stay out of trouble. They will dislike school and have a more negative self-image.

Assertive

• This teacher clearly communicates her wants and feelings to the students and is prepared to back up her words with appropriate actions. She sets firm limits, stands strong, and follows through.

• Results in a positive atmosphere, a balance of power between teacher and students, mutual trust and respect.

Using Assertive Discipline

• Set positive limits

• Create meaningful consequences

• Use appropriate verbal limit-setting

• Give choices

• Credit with positive responses

Set positive limits

• Teacher’s expectations should be clear

– Instead of “Students need to behave,”

– Rules should be specific: “Follow directions,” “Complete all assignments,” “Do not leave the classroom without permission,” “Work independently,” or “Keep hands, feet, and objects to oneself.”

• Words and actions need to be consistent

Meaningful consequences

• Not punishment • A consequence helps us learn to make better

choices. It gets us to look inside and take responsibility so we can fix our mistake.

• Good options: – Time out – Removal of privilege or positive activity – Stay after school (detention) – Principal – Home consequences

Verbal limit-setting

• Hints: “Everyone should be working.”

• Questions: “Would you please get to work?”

• Demands: “Get to work now!”

• I Messages: “I want you to open your books and get to work.”

Choices

• Ex. “You may finish your math during math time or do it during recess.”

• The teacher must be prepared to back up these threats. You might have to miss recess with some students for a full week before they realize that you mean what you say.

Positive Responses

• Responses you are comfortable with

• Something the child wants and enjoys

• Provided as soon as possible after the child chooses to behave appropriately

• Provided as often as possible

• Planned out before being utilized

Assertive Discipline requires

• Planning

• Persistence

• Positive Expectations

Pros

• If implemented well, highly effective

• Positive spin

• Students know what you want

• Students have the power to choose

• Consequences make sense and motivate students to behave well

Cons

• Hard to implement school-wide

• Some find it difficult to be assertive

• Must be consistent or does not work

• Best if begun at start of school year

• Critics - too much teacher control

Sources

• Canter, L. & Canter, M. (1976). Assertive Discipline: a Take-charge Approach for Today’s Educator. California: Lee Canter & Associates Inc.

• Curwin, R. L., Mendler, A. N. & Mendler, B. D. (2008). Discipline with Dignity: New Challenges, New Solutions. 3rd. Virginia: Association for Supervision and Curriculum Development.

• Desiderio, M. F. & Mullennix, C. (Summer 2005). Two Behavior Management Systems, One Classroom: Can elementary Students Adapt? The Educational Forum, 69(4), 383-91.

• Malmgren, K. W., Paul, P. V. & Trezek, B. J. (Sept/Oct 2005). Models of Classroom Management as Applied to the Secondary Classroom. The Clearing House, 79(1), 36-9.

• Martin, S. C. (Oct 1994). A Preliminary Evaluation of the Adoption and Implementation of Assertive Discipline at Robinton High School. School Organization, 14(3).