Lee and Marlene Lee and Marlene Canter’s Assertive Canter’s Assertive

DisciplineDiscipline

By: Genny, Brooke, Lee, By: Genny, Brooke, Lee, Katie, TomKatie, Tom

What is Assertive What is Assertive Discipline?Discipline?

• Assertive Discipline: A Assertive Discipline: A directdirect and and positivepositive system to help teachers system to help teachers interact with students in a calm, interact with students in a calm, helpful, and consistent manner.helpful, and consistent manner.

Model Focus: Creating a Model Focus: Creating a classroom climate in which classroom climate in which

students may learn and students may learn and teachers may effectively teach teachers may effectively teach

by. . .by. . .• Attending closely to student needsAttending closely to student needs• Formalizing good class rules of behaviorFormalizing good class rules of behavior• Teaching students how to behave properlyTeaching students how to behave properly• Regularly giving students positive Regularly giving students positive

attentionattention• Talking helpfully with students who Talking helpfully with students who

misbehavemisbehave• Establishing a sense of mutual trust and Establishing a sense of mutual trust and

respect.respect.

Rights in the ClassroomRights in the Classroom

• Rights of students to have Rights of students to have teachers who help them learn in teachers who help them learn in a calm, safe environment.a calm, safe environment.

• Rights of teacher to teach Rights of teacher to teach without disruptionwithout disruption

Assertive Discipline Assertive Discipline Consists of:Consists of:

• Stating and teaching expectations earlyStating and teaching expectations early• Persistence in stating expectations and Persistence in stating expectations and

wisheswishes• Use of a clear, calm, firm voice and eye Use of a clear, calm, firm voice and eye

contact.contact.• Use of non-violent gesturesUse of non-violent gestures• Influencing student behavior without Influencing student behavior without

threats or shoutingthreats or shouting• Practicing broken record technique.Practicing broken record technique.

Five Steps to Assertive Five Steps to Assertive DisciplineDiscipline

1.1. Recognize and remove roadblocks. Recognize and remove roadblocks.

2.2. Practice the use of assertive Practice the use of assertive response styles.response styles.

3.3. Set limits. Set limits.

4.4. Following through on limits. Following through on limits.

5.5. Implementing a system of positive Implementing a system of positive assertions.assertions.

Types of TeachersTypes of Teachers

• According to the Canters, there According to the Canters, there are three types of teachers.are three types of teachers.– HostileHostile– Non-AssertiveNon-Assertive– AssertiveAssertive

The Hostile Teacher

The Hostile TeacherThe Hostile Teacher

• Hostile Teachers feel that they must Hostile Teachers feel that they must always maintain the ‘upper hand.’always maintain the ‘upper hand.’

• In the mind of a hostile teacher, the In the mind of a hostile teacher, the students are the enemy.students are the enemy.

• ““Laying Down the Law”Laying Down the Law”• ““Sit down, Shut up and listen!”Sit down, Shut up and listen!”• Give students the impression that they are Give students the impression that they are

under unfair dominationunder unfair domination

Characteristics

The Hostile TeacherThe Hostile Teacher

• Hostile teachers take away most of Hostile teachers take away most of the pleasure of teaching.the pleasure of teaching.

• Harsh responses stunt the possibility Harsh responses stunt the possibility that trusting relationships can be that trusting relationships can be built with students.built with students.

• Even worse, hostile teachers start Even worse, hostile teachers start kids down the path of hating school.kids down the path of hating school.

Results

* Graphic from”Pictures of Bart Simpson” (2002). Retrieved on Novemeber 10th, 2003 from http://www.geocities.com/Hollywood/6890/bartstrangeld.jpg.

The Non-Assertive Teacher

The Non-Assertive The Non-Assertive TeacherTeacher

• Non-assertive teachers take a Non-assertive teachers take a passive approach to studentspassive approach to students

• Unable to state expectations clearly.Unable to state expectations clearly.• Inconsistent. Enforce a rule one Inconsistent. Enforce a rule one

day, but not the next- Professor day, but not the next- Professor QuirrellQuirrell

• Wishy-Washy: “How many times do I Wishy-Washy: “How many times do I have to tell you!”have to tell you!”

Characteristics

The Non-Assertive The Non-Assertive TeacherTeacher

• Students eventually don’t take teacher Students eventually don’t take teacher seriouslyseriously

• When teachers do come down on When teachers do come down on students, they typically come down hard.students, they typically come down hard.– This creates uncertainty in studentsThis creates uncertainty in students

• Non-Assertive Teachers feel stress Non-Assertive Teachers feel stress because they cannot get their needs met.because they cannot get their needs met.

• Hostility for chronically misbehaving Hostility for chronically misbehaving students sometimes erupts explosively.students sometimes erupts explosively.

Characteristics

Assertive TeachersAssertive Teachers

Characteristics of the Characteristics of the Assertive TeacherAssertive Teacher

• Clearly and confidently expresses Clearly and confidently expresses expectations.expectations.

• Builds trust.Builds trust.• Teaches students how behave and Teaches students how behave and

develops a discipline policy that develops a discipline policy that encourages cooperation. encourages cooperation.

• Consequences are stated clearly and Consequences are stated clearly and enforced consistentlyenforced consistently

Results of an Assertive Results of an Assertive TeacherTeacher

• Balances student’s need for structure Balances student’s need for structure with his or her need for empathy.with his or her need for empathy.

• Teachers also realize that students Teachers also realize that students sometimes need direct instruction on how sometimes need direct instruction on how to behave.to behave.

• Creates an environment in which both Creates an environment in which both teachers and students can meet their teachers and students can meet their needs.needs.

• Trust is built because teachers are Trust is built because teachers are consistnet.consistnet.

There are two types of There are two types of Teacher BehaviorTeacher Behavior

•ReactiveReactive

•ProactiveProactive

ReactiveReactive

• When faced with different situations, When faced with different situations, reactive teachers tend to respond to reactive teachers tend to respond to student stimulistudent stimuli

• For instance, the Reactive teacher will For instance, the Reactive teacher will get angry at a student for talking instead get angry at a student for talking instead of establishing a procedure beforehand of establishing a procedure beforehand that helps minimize or eliminate such that helps minimize or eliminate such disruptive behavior.disruptive behavior.

• This increases the chances of anger and This increases the chances of anger and stress.stress.

ProactiveProactive

• Anticipates what difficult students Anticipates what difficult students will do and say, and then they think will do and say, and then they think about how they will respond.about how they will respond.

• Proactive teachers remember that Proactive teachers remember that they DO have a CHOICE in how they they DO have a CHOICE in how they will respond.will respond.

• Proactive teachers do NOT give up Proactive teachers do NOT give up on difficult students.on difficult students.

Expectations and Rules• Decide what you want before school starts.

• Create a list, CLEAR and CONSISE!!!!

• Present your lists on the first day of school.

• Have awards and consequences for either following the rules or not following them.

• Guardian assistance.

• Use "I" statements when asking for a specific behavior or task to be done.

The Difficult-to-handle The Difficult-to-handle StudentsStudents

• These are those students who are These are those students who are continually disruptive, persistently continually disruptive, persistently defiant, demanding of attention, or defiant, demanding of attention, or unmotivated.unmotivated.

• They are the students who deny your They are the students who deny your authority and cause you stress, authority and cause you stress, frustration, and anger.frustration, and anger.

• They are NOT the students who act up They are NOT the students who act up occasionally, nor are they the students occasionally, nor are they the students who cause you to loose your temper who cause you to loose your temper every once in a while.every once in a while.

Canter’s Acknowledge:Canter’s Acknowledge:

• ““You can’t ‘cure’ or change these You can’t ‘cure’ or change these students, but you can create an students, but you can create an environment that will help them environment that will help them achieve.achieve.

• This is done in three steps:This is done in three steps:1.1. Reaching out to difficult students.Reaching out to difficult students.

2.2. Meeting the special needs of difficult Meeting the special needs of difficult students.students.

3.3. Communicating with difficult students.Communicating with difficult students.

Reaching out to Difficult Reaching out to Difficult StudentsStudents

• First, teacher’s must gain the student’s First, teacher’s must gain the student’s trust instead of continually reacting to trust instead of continually reacting to misbehavior.misbehavior.

• Most students enter the classroom Most students enter the classroom accepting a teacher or trusting a accepting a teacher or trusting a teacher, but NOT difficult students.teacher, but NOT difficult students.– They do not see teachers as positive or They do not see teachers as positive or

caring. They do not trust teachers and they caring. They do not trust teachers and they do not like school. They also do not see a do not like school. They also do not see a point in behaving nicely in school.point in behaving nicely in school.

Canter’s 3 Steps for Canter’s 3 Steps for Building TrustBuilding Trust

1.1. Anticipate what the difficult student will Anticipate what the difficult student will do and say. Think through how you will do and say. Think through how you will respond.respond.

2.2. Remember that you have a choice in Remember that you have a choice in your responses. You can choose your responses. You can choose notnot to to respond angrily or defensively. You can respond angrily or defensively. You can choose not to let your feelings get hurt.choose not to let your feelings get hurt.

3.3. Do not give up on difficult students. Do not give up on difficult students. They need to see that you care about They need to see that you care about them.them.

Meeting the Needs of Meeting the Needs of Difficult StudentsDifficult Students

• Difficult students have 3 basic needs:Difficult students have 3 basic needs:1.1. Need for extra attention.Need for extra attention.

2.2. Need for formal limitsNeed for formal limits

3.3. Need for motivationNeed for motivation

- When a difficult student misbehaves, he/she When a difficult student misbehaves, he/she is attempting to fulfill one of these needs.is attempting to fulfill one of these needs.

- You, as the teacher, can identify what need You, as the teacher, can identify what need the student is trying to fulfill by looking at the student is trying to fulfill by looking at the student’s behavior, looking at your own the student’s behavior, looking at your own responses to the behavior, and looking at responses to the behavior, and looking at the student’s reaction to your response to the student’s reaction to your response to his/her behavior.his/her behavior.

Fulfilling the Student’s Fulfilling the Student’s NeedsNeeds

• If the students need attention, give If the students need attention, give them the maximum amount in the them the maximum amount in the least amount of time.least amount of time.

• If the student needs firmer limits, If the student needs firmer limits, enforce class rules in a non-enforce class rules in a non-confrontational way.confrontational way.

• If the student needs greater If the student needs greater motivation, let him or her know that motivation, let him or her know that you have faith in their ability.you have faith in their ability.

Redirecting Non-Disruptive Redirecting Non-Disruptive BehaviorBehavior

• When a student misbehaves, give When a student misbehaves, give them a chance to correct their them a chance to correct their behavior in order to meet teacher behavior in order to meet teacher expectations.expectations.

• Also, the Canter’s remind us not to Also, the Canter’s remind us not to engage in reactive responses to such engage in reactive responses to such behavior.behavior.

Defusing ConfrontationsDefusing Confrontations

1.1. Tell yourself to stay calm and take a deep Tell yourself to stay calm and take a deep breath while courting to 5.breath while courting to 5.

2.2. Depersonalize the situation.Depersonalize the situation.3.3. Differentiate between Covert and Overt Differentiate between Covert and Overt

confrontations, with Covert being that the confrontations, with Covert being that the student mumbles and sneers, and Overt student mumbles and sneers, and Overt being that the student lashes out and being that the student lashes out and gathers attention. In the first case, talk to gathers attention. In the first case, talk to the student later, in the second, do not the student later, in the second, do not engage yourself but acknowledge the engage yourself but acknowledge the student behavior and request cooperation.student behavior and request cooperation.

4.4. If the student is especially hostile, back off If the student is especially hostile, back off and continue the matter later.and continue the matter later.

One-to-One Problem One-to-One Problem SolvingSolving

1.1. Meet privately with the student, but Meet privately with the student, but keep it brief.keep it brief.

2.2. Show empathy and concern.Show empathy and concern.

3.3. Focus on helping the student gain Focus on helping the student gain insight to the misbehavior.insight to the misbehavior.

4.4. Help the student determine how the Help the student determine how the behavior can be improved.behavior can be improved.

5.5. Disarm the student’s criticism of you.Disarm the student’s criticism of you.

6.6. State your expectations of how the State your expectations of how the student is to behave.student is to behave.

ConsequencesConsequences

“If you build it, they will come.”

Consequences Naturally Consequences Naturally Follow MisbehaviorFollow Misbehavior

• Matter-of-fact manner.Matter-of-fact manner.• Be consistent.Be consistent.• Recognize positive behavior.Recognize positive behavior.• Younger student- move in.Younger student- move in.• Older Student- move outOlder Student- move out

Positive RecognitionPositive Recognition

• RewardsRewards• PersonalPersonal• GenuineGenuine• SpecificSpecific• Age-appropriateAge-appropriate

Negative ConsequencesNegative Consequences

•PenaltiesPenalties•UnharmfulUnharmful

Redirecting Non-disruptive Redirecting Non-disruptive Off-Task behavior.Off-Task behavior.

• RedirectRedirect• ““The look”The look”• Physical proximityPhysical proximity• Proximity PraiseProximity Praise• Discipline HierarchyDiscipline Hierarchy

The Case StudyThe Case StudyCase #1: Case #1: Kristina Will Not Work:Kristina Will Not Work:Kristina, a student in Mr. Jake’s class, is quite docile. She socializes Kristina, a student in Mr. Jake’s class, is quite docile. She socializes

little with otherlittle with otherstudents and never disrupts lessons. However, despite Mr. Jake’s best students and never disrupts lessons. However, despite Mr. Jake’s best

efforts, Kristinaefforts, Kristinawill not do her work. She rarely completes an assignment. She is will not do her work. She rarely completes an assignment. She is

simply there, puttingsimply there, puttingforth no effort at all. forth no effort at all. How would the Canters deal with Kristina?How would the Canters deal with Kristina?

• They would advise Mr. Jake to do the following: They would advise Mr. Jake to do the following: • Quietly and clearly communicate class expectations to Kristina.Quietly and clearly communicate class expectations to Kristina.• Redirect her to on-task behavior. Redirect her to on-task behavior. • Have private talks with her to determine why she is not doing her work and Have private talks with her to determine why she is not doing her work and

what Mr. Jake might do to help. what Mr. Jake might do to help. • Provide personal recognition regularly and try to build a bond of care and Provide personal recognition regularly and try to build a bond of care and

trust with Kristina. trust with Kristina. • Contact Kristina’s parents about her behavior. See if they can provide Contact Kristina’s parents about her behavior. See if they can provide

insights that will help Mr. Jake work with Kristina. insights that will help Mr. Jake work with Kristina. • If necessary, make an individualized behavior plan for helping Kristina do If necessary, make an individualized behavior plan for helping Kristina do

her work.her work.