The Impact of Assertive Classroom Discipline on Social Skills

8/9/2019 The Impact of Assertive Classroom Discipline on Social Skills

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Te College at Brockport: State University of New York

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Education and Human Development Master'seses

Education and Human Development

7-2007

Te Impact of Assertive Classroom Discipline onSocial Skills

Kimkena Obey-Jordan

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Recommended CitationObey-Jordan, Kimkena, "e Impact of Assertive Classroom Discipline on Social Skil ls" (2007). Education and Human Development Master's Teses. Paper 416.

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e Ict of Asseive Cls m Discipe on Soc Skills

by

Kikea Obey-JorJl2007

A esis to e �pet of ucao d H velopet of e S

Uivi f New York lle at Bk i p met f e reqeets

fo e d of M of Sciece i uo


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e p of e l m Diple o Si Ss

by

e yJor

APPOVD BY:


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caton

Tis esis is dic to my mily d Bno o have held nd

supr me uout yr. you for all at you ave done

1


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Asc

Tis stdy veg e impt of Asseive Csroom Discilie o studet

si skills e seher focs o a geel uco four clsom

cosit of 16 de i hl ict det lf-epios d ors

of sdet avior seved e prim of the h tdy e w

collt ig a pre d st sey, cmulave det r d cher

obsero. Fdigs idica e r h show vidi e tet

m p a pot seys were comp wih cos of stdet beavior

Fidigs idic at 69% of e clss v er i beavior 19% of sdes

ave go social skils pios d c et ye ad 12% of

stdets did ot isplay y i sil havior

e w et s for olltio: a pre/stsey

queo cors of stdet avior d teh obo dig i

69% f clss impov ia beavior 19% of dets med to have

good socil ills dg pviou d c y a 12% of s id ot dil

vi Rl 88% o e det w ave

75 % of tde i e cli 69%of d sw 88%

a oio ior 75% f ow ve isteg 18%

id ot pci oip 88 d o g d a 75%of

epl p


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Capr I

ODUCON

Bkgound

Asseve Dscpne s a psophy of classroom magement specc

ateges to help ache d coctvely th stdent ishavor ile mang

a postve d producve leg envronment (Cter 200) As tehe w wt our

tdents to come sponsble d self-dscplned n e development of appropre

behavors Te Cter's classroom dscplne pln encoges responsble behavor nd

ises self-esteem (Cner & Cr, 200) I Asserve Dscpline e teache devses a

sysem at ncludes rewds renforce nd onsequeces Cter sates t the key t

Asserve Dscplne s geneus prase, cle expectaons, d consstent followugh

We want to contnuously se d enforce e postve beaors of ou studens Te

success of

meod lps ech nt dea w socal skls d necons tat

satsg nd meng Accorng t Cr (978), hes who e aned

Asseve Classm Dscplne wll 80 rcent reducton n classroom dsrupon

will send fewer sdent e prncp's oce, d wll have a cm, postve

classom clmae at wll conducve to g d leg , e her wl

have m success n dealng wip

of sdents who sgge wi soc sklls(Hll, 1990)

Te Cnter approach sms deal d y schools n Norh Amerca hav

ado Asserve Dscplne (C & Medler, 1999) However e Canr model

h been ctczed for beng gd d reacve nsted of poacve (C & Mendler,

1999) Ctics hold at Asserve Discple s auot discplne system at


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forces stdents nto acceptce of e rls of e her i rens rter being

foed ino complice resecher has fond a a mes circumstces ru

tehers d sto to ve prents d stdens a ps t complice for e

cild t te goa o seldisciplin. As a wo a specil inres nclssom magement, it is imperatve to detene e impact tat Aserve Disciplne

hs on sdt beaviors e classom

Resec eston

e serc question is: How oes serive Clasroom Discipine Impa Soial

kills?

Rationale

Te pse d imrnce for conducng ti ec is to present evidence of

how ssive Disciplne impacs social skills in e classroom envroent e

reseacer ill iden beavior problems d low lesson pls to reect Assertive

Discilne tecqe t be used in e remediation process e educaion system is baed on stdents acieving goo soci d self-diplne skill For a eher,

scipline social laionsips aative skills ajor spts of e classroom e

seer's classom coiss of sen m lownome res Most of ese

stdents ned a scred social evronmen d e seer is opel e

Assrve Disciplne Prom ll pvide Thing good socia skills csomemes be a callenge

Dng o ye of tacing e rescher s exrienc many sent wo

depetely need goo soci kills ese sdens have a tendency to imite negive

beaiors a promoe inpria mage d se limiions on ir social


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po To meet e challenge nd crea a more positive aosphere the Asserive

Discipline p w chon. A sitive magement pom will inc sive

socil skills Stdents wile� hw to comica wi ch oer nd improve eir

soci d avol sls Pro commnicaon sls bs on etiqe d spect

for self d ers ll show stdents he benets of good social sklls

Before implemening the Asseve Disciplie method e resecher's test

w l more abo how it impcs social skills e resecher want to become

empowed ssist stdents who in dir need of scre d osive

reinfement The seher's goals e o build codence by demonsing to

stdent e benes of havig goo soc skills e secher will use tecques of

modeling, le-plaig oup projts nd o discssios om e se

quesoire e resecher hoes la e fondaon for ifelong chges witin e

sdents building their codence d helping them recoie e bens o having

good soci slls

Dention of Te

sserive Clsom isiplne cr sstemic ppah desied to

assist educators in g orgized ter in chge clssroo envrome.

The a few clel ated cloo res give fn cle cncise ctins to

sents wo n need of ouse cnl Asseve ers bld posive sng

latioships ith er sdens d h appropriate clssroom havior (via

instcon: describing odelng pccing reviewig encog nd ) to

ose wo do not show it at psent

T a room sdens sent to when the e mbehavng in clss

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Sudy Aproach

Te view of literre wll focus on Asserve Disciplne nd oer siml

disciple models. e stdy will be conducd using a pre/post srvey questo

(s Appndix A d B) of seve sceios at del ith soci slls t ruire

stent spose. The pre/post sey questio ll be compred pvo d

c nt recos of stent avior ther obeation will be included to gater

evidence of stdent soci skills development. Te sey wll be used determne

wheer e Asrve Disciplne model utili by the esecher a posive impt

on stdents' cent social sklls

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Cpter II

VW ofLITEATURE

Indction

is vie of literat on Asserive Classroom Disciplne is a ke component to

sccessll edcg stdents As stdents come om diverse fmil sitons, is

c bng chenges gdng ht is social pppria n e classroom erefo,

tis vie of tete on Asserive Discipline il nvesg ho meod be

implemented e classroom to promoe sive bevior

Moitong RewdingGood Biors

Cr nd Cnter (2001) emphasiz pviding appropa feedback d

reiforcent for good behavior It is the belief of e C' t tehers ave e

rit to mke e detetion of at bst for e stdts in tes of avor d

expect complince om e sdents Assive tec e ose ho react condentl

d qickl in siations tt beavior mngement ese chers have a fe

clel stated classroom rles nd give cl concise recons to sdents ho e

in n (Ce, 2007) We need to develop a r th o stn in order gin

eir condence d st "A good teacher shod b le to le l sci skills on

her on d in e cones e clsom (Cr 1979 p 6).

e Asseive Discipline proch evolves om beor modication theo

When o help a dent n his/her a tos ber beavior no o giving

e stnt a le tool for a simil sition n the tr (Clson 2003) Asserive

Diipline a aviol proh to ls m disciplne at is chterized b e

fnd dict inteon beten the techer nd stden is approac the teache

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mipla reiorces, pshe, couencs s tools allow stns to se

their own problem slving skills (Jones & Jones 995; Cey 2007)

Assertv Discipln

is a BehaviolAroach

bhavior magemen, Asserv iscipline inclus vus sitive

iorces such pse stickers me in prmog complice n on-sk

aior m sents (Dell Vi NeiShou, Fssbender 988

Cy, 2007) Feor, the teachers in e Asserive Discipline clssroom some

fo of aty, such as rrimds, demerit oints, or me out to desable

behavior (M & Per, 992 ey, 2007) e apprach ws evelope by Cnter

d Cnter (976) wih a prom in which e tcher as e resposibili or

magement of stdens' eavior Howeer, seh of e ecveness of is

approch has provid inconclusive ndings d n le nsophisticed

Behnsho Poiet & Cshwel, 994; Crey, 2007) ere positive d negave

scs of ve Disciple. The positive sps inclue: the sitives negatives

of iscipline systematic operon cle n concise expectio posive sl

es This apph ncurages tehers st out conences at e dirtly

eced by the ction. ose ho e opp


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submissive Glasse's Reali Tpy ( ci Cte, 1989) ws based o e

tio at havio wa he ult of choice, d at ippopiate d diptive

bevio ws dev om o choice mde by tdets. Cte' Aeive

Diciplie, ed i' e ight of e teache to deed efoce tdds fo

sdet behavio that peied io be cr out (Ee, 1986) e lack of

abilit to sdet havio w oe of the ke s hy ng

tehes d ve e wee doppig out of educatio (Cte, 1989)

Reech tudie by Wag, Hael d Wlbeg ( cit i Mos, 1986) ove

te past 50 ye have evel cloom mgemet a dit ect o det

lg. Oe of h ctos, as cited by Koh (1996, w th teache emedies fo

diciplie poblems could goup to lge cegoes: eave disciple, d

poave diciplie Reacive disciplie w e poce wheeby a tehe eaced we

a disciplie polem occed by decidig what to do o e pot d how to hdle the

diiplie pblem i pes ws sed by tehes i te pblic schl sysem Te

poblem w is poach that teche o pl o how to hdle poblems d

eey cosicies at evetly wold deie e auto

(Ko, -1996) Pove disiplie w teac poach at wa pedicat o e

ei fo oot, ticipio, paao d iec egd to the

beavio of he tehe d e couece of he stdes mihio (Koh, 1996)

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Tsks of Asseive Discipline n he Classroom

Weinsen d Tmilson-Clk (2003) ulize sx aks result n

clsom gent at is mo rele to c sles of gement The tasks

(1) Cang a hysical seing suors social aemi goals,(2) Esblising behavior exations,(3) Comiag cultly conisnt ways wth stents(4} Develoing a lasm enironment at is cg(5) Workng with filies t nsre a commi win e clsroom (6) Using rorie inerenons to assist sents wi beavior iculties

(Wenstein, & TmlsonClk 2003; Collier 2006 . 12)

The sx stes esecially tal when eing wh mi-eicities Teachers

mt be illing to l about cls oer eir n in orer to cree

environment at inclues hese six es Sme teachers n make negatve

sm when eang h enicies ousie of eir on e searcher will

mke a cncer eo to l as mch a ossible about e iverse culres of e

s

lication

of e AsseriveDiscipline roach

Assrve Disciline eay ly n ny casrom eniroment It is a system

at well for quik eves t isciline cn be ple sccesslly by

ing e llog s:F sucess of Asserve Dsciline in e clsroom incles never

l excus for havior ecet s i te f a biolally

misbehavior Secon, teher must make ecisions a to which res ll be

esablishe in e clasom e teaher shul select v r six rles mke te

ve cle to sens r e teacher mst ecie e negve consequences e


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student wll receive for brking rules Fo� the techer mst detenne positive

consces for pprate havior of students Fi the tecr should have a

e to fo suden of e discipline pro nd state hy the es

ness e uls shoud lisd o i he etive d positive conequees

e techer mus become sll at sg e serve Discipline tniques, such

dilou or dct discoe wi e student conceg eir behavior s well s

developng e abili to reoe d prvide sponse behavior demds·

mia aenn The teher shod also become skill at ng the psiive

to ehnique" ch is a w o rues dents nderd wh e ne do ximi conl" is so a ness sll (Cter & Cter, 2001)

This tcu is inited when e her mkes a move towd the sudent is

msbehvng exple of is is nving e student onferene w the cher

nte & Cter, 2001) Flly e shoud ways oe d rewrd e

uden' posive lssroom behvior

K y Coc pts abu Ass riv Discipln

The key coneps bnd e Asseve Dsciplne ppah e:

:

o:y hr:

The teh ust insist d ep snsible behvior ostts;The teh u m eque clsroom diiplineSudens d eh ne to exhbt respt it ust

reiproca eqally (Cer & Cte, 2007 p 2)

Oen eache k why eir clssroom magement sysem is not woking e

biggest issue behavior is rest, f spe is not uly disbut beween stent

d teacher desred behavior wold a cho

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he Asserive Discipline model is nclsive of the concept of coective disciplne

a siive bhavio agement n a democc d cooperave envronmt

(Cnter & r, 00) Positve consequences e fond by the Cters to be mo of

a tor n e how e sten oud pfer exhibit ood beavior in order to

receive e promised by e acher is ul loer the e of neive

onquences t we set out for exhbin behaor Ree of e li

so veed it is crtca that the teh develop positive relationsps wth

stents

Impl m ntaon of e Ave Disciplin Model

sserve Discpline is not clt to mplement d is eectve on a ene

bsis It povies stdents ho sbehavn the rht e of tention for

ebing god beavior When pnts e involvd w cooperation d dscipline

tecniqes, protive beaviors have be sho o lessen

enets o e Asserve Disciplne sle

llows open lne of cocon,

It enles e tchr o use clss te mor eectively,

It mpvs beaor at home d school,

t sres to evnt disciplie problems om ocn hen hav a

dersdng of consnces for bren cssroom rles,

t bulds c d itei stets d

• It helps sdens be bett prepd or the tre (r & Cnter 00)

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Wit e Rochese Ci Schoo Dic4 he esposibiities of e cssom

he e :

I) M cte of tl epct ity, wich sge s'

sefcocept pomot coece to e

2) Coct emseve s positive oe moes o stuets

3) Demos tee tehg coce fo stuet eveet

) e pep te to ssist teche

) Eoe es i fi osist me (Rchete Ci Schoo Disit Coe of

Cct 2005/2006 p 9).

he ssibiie o ets e cssom :

1) ke p i isict cvities o eq bsis egess of , coo cee,

ogi, eigio, sex gee ieti expssio sex oieto o

ibii

2) Peset ei veio of the eevt eves to schoo pesoe oe to imse

iscip pety i coectio i e posio of e pety

3) Acess sch les wh ess eive exptio of oe ues o

schoo peso

xe be eos pvie se oey geely coeos schoo

evome (Rochee Cit Schoo Disct Coe of Co, 2002006, p 8)

e essibities t e ist the es of ech et hese

esosibiies s of tuets be ost eectivey met o se of

sseve Discipe i wich e he cey comctes the expecttios to

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the students nd consisny oows-up with appropriate tio, but never iotes the

rights or interest of the students (Cter, 2007 p 3)

Te work ofUsha McNab ented Te Idvdal ad t Wole Cl, states

at e teher nes to work on creating a sitive csom eniroment at

pmotes posive behaor t empower bid sefestm. Probems shoud be

n s pues sov. ned "ioring of some provocative

behor ik posive aenion is (McNab, 2007) I f s p of

sserve iscipine is whe te cer rues, rewds, d consequence e o to a

is enabes e teacher to mage havior in e cssroom wio owerig e

cidrens sf-esem or mng it perso (McN, 2007) Cidn centy coed

the benets of is pproh when ey describe how is approh improved

schoo iscipine cab, 2007)

I e work ented Developg ogca Coqeces (Shinder, 2007), the

auor menions tat essen p of a we ncong system of oci skis is te

set of oc nd rea consequenes for student behavior. Consequences ct create

bondries d c f exptation (Sinder, 2007). In is work Siner compes

coequences th isment nd states that "In a pisment condtion, te pn d

dicomfor icd on e pnish is ways cced by exte agent the

pishe (Snder, 2007, p. 2) With consuences cost or benet is detein by

aws whe w puishment the price is dete ciy.

Cosequences nderstood to redirect behaor Pishments e picy retive

(Shinder, 2007). Fige compre consequences d pishments

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Fig!

Consnces vs Pishments

nsuences

PuishmenInd o h esss Ind dscomfor

Foser e ocus of cono Foer oc of cono rov e

d a ua d onaWo in e

ong- .

Work in e shor Pmoe sponsiii pmo odece mo key

wi in sen n)Soe (Siner 2007 p 3)

The foog is expe of a common schoo wide poicy c ing heeves of consequences for each ciden of misbehavior In Asseve iscipine is

oen a ne ine etween consequences d pshmens Studens wi oen ook a a

cnseqnce pshmn. As ehers we ms be wing o e appropria

consuencs cey dish he dierence.

Figure2

Common Schooide Poicy C epicng Leve of Cosequences for isbhavior

Mbehavirnsuenc

I5

onseW

2°

4

of Time o or no ess oese eenon or conag pat

Soe (Sinder 2007 p. 5)

Eecve consuences e proacivey ino e soia commonschoo poicies efore ey impemed (Shinder 2007 e reason for

cosuces arey ing ipemened in he socia con i insure a he

cosequece wi no be reo If a consequence is reionary i c ecome a

pismen

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Increa ig d A cendgLevels of Co eqence for Eh Behavor Prolem

hder ioy a i oly mkes good sense o ave ncreingly

mor poe sees of cosequences for a pcul beavio polem. If e

aio poble is nor i is en a sal conseence may be l is

ness" (nler 2007 p 7) i is a prevlen or a eis ple for a sden

o sic uences ay be necessy o help eoce e n fo more

responsile pononced choices (nder 2007) Te follong is a lis of sceng

consequences:

Ofense Te sen o classae o ie e echer is gCoeqece- Te eacher s g d says "I ne aenon

om everyone." s consequence is sple nd ecve oes no e a lo of me or energy ge e message ross

d Ofense Te eher nois a sens kg hen ey e supse

be decng er anion o he sen ho is speking

Coeqece- Te acher alos he spve sens o pl aegy o mke sre hey e le o pay on he aenion

is required

Ofense Te secon oense is repee

Coeqece- Te sden is sk y e eher move o noer

Desiae sea

4 Ofens Te son oense is repe agi in e ne locon

Coeqece- C eher aer scho sulig an con (Sndler 2007 p 7)

e follong le liss e ssile cosequences or e sen's oensive ehaviors

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Fige 3

Sos for Consuences fo Stdent's Oensive Bevior

Behvio Probem Reted onsuenc

Problem liing up Pccng u· ng pecils on te des Hve tents put ncils do elist nig

up not re m coic t Coopetie Linglea to poor rfo ce inteention e s sdents

nd e k t ns to be comple

inteention show stdents how to comple ssiment dividually

inteention- dents ave to

compl t assiment idivillyT lte assi nt Reive al ctFquet g out of Lose pvilege to

blem-solve soluons tofsittions,

Loseril g s to take p cvtSoce: (Shnler, 2007 p 2)

Sler clely states appropriate consequence a gdelne for teachers Tese

guidlines sist n e implementtion of Asserve Diipline g classrooms

he p foc of Asserve Disciplne is estlishing a positve relationship

i sdents Wen stdents ow you vlue eir ieas respect nd c for em

as well s er cltres e is her probili of goo beior

Conclusion

Te ltet provded evdence t classroom mgeent is mportast conollng stent hvor If students fii wi e expectaos of

e teacher e coequences of msbevng d e is consiscy n e eforcemen

of the res en disciplne problems shold dlne Soci lationss are of

eeay life mut be nre in orer to ow echers e responsile for

ucng e hole cld, which ncldes helping stnts develop positve relatioips

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w peers . ehers c promote stve lonsps in e clssoom

by emot ce n conce for the stents. Stens c l how estblsh

lfelong postve reltonships w pents tehe p rou prop

oelng on. Assere Dscplne been sho to eectve

tnqe for mprovng rbn clns socl sklls len mo proucve n

posve clssroom envroment

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Cper III

MTODOLOGY

ose

e seche is lng to sudy how seive ssm Diiline mps

social sklls n e ssoom envonment. e e h is beng condced o deee

if sdens' ci ils c impved usng Asseve Discipline evewg e

lie e esehe und Assve Disciline ws eecve n mpov ubn

hdns ci skis Sens o he ubn seng sugge wi cicing soi

skls d demonsng sef-discipne e esees goa is o dene Asseive

Discipine c hep sudens develop he nessy socia skls d sef-dscine o be

sess, s we s povde cssoom eaches w a vle oo o assis hem in

magng ei cssooms

Saemen ofQuestion

How does Asseve lsom Discipne mpa socil sklls?

Subjects

e esehe is a fo e ece ub schoo ds in wese New

Yok. e school consiss of 78% c Ameis, 18% Hispnics, 3% aucsi'/

d I% Asi h e pedomnaly om owincome fiies.

e lssoom n wich he esech ws conduced w a ge educaon

fo de clss ee we sxn sudents piciping, eih w males d ei

wee femes Of e sx�en sdens 19% of e sdens we Hisnic d 81% of

e 16 sudens wee Aic Amei.

17


28/55

Resh D sg

e followig steps we s n e seh desi e seher ompleted

the reseh g ose req by SUY College at Broo d provid a

prosa to e In Review Bo (IB for eseh i h bjes. A esis

propos smitd to the Depent of Edaon d H Development at

SUY College at Brkpor. odtion d a lit review was sbmitd

wih nlded bknd foon relve to he impat of asserve sipline on

soial skills in e lassom. Consent fos we apped om e shool

stor prets d stQdents (S ppendies H I d ). All stdents reed

prov oset fos om pens Therefore data ws olleted on ll seen

stdents

olloing the onsent om e nistor pents stdents d approval

(See Appendix H I d ) om e d on beavior was llet over a period of

two weeks Data oted om ree soes: p/stsey nonmos

qeston behavior ords om sdent umulave les nd teaher obseraon

o Beavior os inlded refes sssion noies d e se of

(See Appendix E nd G) The refels t repors at were lled

ot by teers ave he stent moved om e lassom d sen to

isor. Sspension fos were sed send ildn home for one to ve ays s

a last reso of oting beviol soi skills The is a plae where

tehe send er ilen o at eir beaior d may hold stdents bk

om s g as eld ips; it is ve similar to a me t om When a eer


29/55

sens a cid e a behavior fo (see Aendix F) ust be ed ot to

expan the incident · occed

Te re/ost suey quesonnre ws given to stdents sking e record

eir beavior o e vio ye Tis w onous he stsey

questio was given two wks er for stdents swer the se questions bsed

on ei on of beavior in the c ent ye Te sey was used to coe

stdent soci skis o vios ye to c ent yer Sdents' eeon o

vios d cent ye ws coed to stdent cuative behavior cords to

deterne ere ws a cge in soci skis

Te esercher incoot Asserve Csroo Discipine in her cassroo by

st&ting nd teachng the exptatons o e g of e �choo yer he

reecher conisnty odeed e behvior at is des e students A fe

cear writen rues u in e fo of a conct d so st rond e

roo Te rents d students have si the conct, king es invoved

onbe Once rues have been set, e techer ke nonverba gestes

up verba steents For exe a stdent is g d e teher on e

hoe g to a pnt, but c not he due e eve of e s voice, e

teachr gives e tdent a ook, he/she ieiatey stos g

Te re-quonnire sey (Se Aendix A) stered stents

wk of Ap. Tis sk fr stdts eeon of eir bevior pior to

enterng the resecher's casroo Te requeso sey consisted of ei t

scenios at required tdents desibe how e woud ret n a ven sitio

19


30/55

Ae two wee e postey qesio ws sted e

postsey See Appendx B) each queson indicad the time� beng in the cuent

yea nd consis of e me qesons as n psey

os Sur y

Te post sey consisted of eit queons wee ba on pevious

chool y fo e-sey qesons nd st-sey o c nt school e Ppost

seys wee se to obn stdents cepon o havio b on eios school

d c nt schol ye Stdent Resss wee nd comiled s a data

tble (See able I)

able I sho e at fo e dta th colted om st e

Qson nmbes wee listed om I 8 in e le colmn See Appendx A d B); the

middle colmn baed on e pesey questions See Apendx A that consisted of

esnss om stde b on e evios school ye he sos we

seted nto two sub col one column fo posive esponses nd the scond

coln fo negave sponses Te las coln w based on ostsey quesons (See

Anx B) w b on sten' ehavi fo e cent schl yea Stdnts

esnss we sated nto two sub-cl, one b posive nd e othe bein

negve esls will e d sng centage d pled i sitive d neave

sub cons o pe/s sey quesons coding dents sponse (Se able I)

0


31/55

abl 1

Pre/ost Srv y Qu so

on Svey Post-SurveyNber Positive +) Nve (- osive+) Neve

1

4

5

6

7

8

Not Questons for Prost Sey (S Aendx A d B)

Culav tdnt Rords

Culatv studnt rcors w usd to copr bhavor o prvous school

yar to cunt school y Sdnt bvor rcords conssd of refrrals (Se

Appndx F) for stdnts t w ov o clso d sent

prcpals oc fos (Se Appndx E for sdnts that wr snt to a

roo for sconduct d susnsons (S G for stdnts t xhaus

l chocs d had n vd o th school for on days

abl shows foat for ollcng culv stdnt rcords o pros

school y d cunt school y Culve sdnt ords wr rcordd bsd on

ot of fs us of the d r of ts students wr


32/55

sused Peetages we based o all 16 stdets Da ws alyzed d rorded

s eetaes

able 2

matve Studet Records

Cmlve Behavol Ro Refeals Th Ta Sions

Pevos 2005 - 006

Cn 20062007

eacher Obseato

Te resecher obserV stdets teraco to er supor stdet

erptos d behavoral cord Te reseachrs obseaos was based o stdet

reo whe ecoute tve steg org egatvsm beg resct to

pee d tach vlece d g hel. Data comped d recorded (See

le 3.

le 3 shows e foat for e d colected om tacher obseos. Te

oseos were ceo to 8 qusos at we based o stdet teo

e class Qess 1 to 8 were ut to e st col. Te oer col

w vded by o sommes d mm. Oe based o how oe they sed

t socal skll based o all 8 questos ometmes was based o how much they sed

all socal slls. M col was based o e slest o f tme set o a

pclar socal skll

22


33/55

abl

eher Obraon

Obation Qeon Ofn Someme Were tden ve

when e ch waconducnga leon?

Did tden io lg?

qiet whe on

hone?

Did tden t violenywhen it by

entW acvely

ining en a clamate

wa·.

?Did den pc

when e e ben nevely a

o denDi den exwhen other

accidty We tden helpl when

a cla didn'tndd a eon?

Data alyss

Te data ese tables wll omped Stdents perepton ll

comp cmla stdent ords om prev d ent shool year eher

obseaton ll ompd to bo stden repn d mlave stent rords

er sppr s sty

2


34/55

Chater

STS

oducion

The pose of s sh ws to ivesgate e pt of Asserive Discipie

o studen' soci sis h cssrom Sdens rceon of ei soci behvior

ior enteg e sechers cssroo d aer aproximatey ight monhs the

reseachers cssroo ws exind n addion on sent havior was coct

m stdent cuave ords d esecher obseraon

Stud nt P r tion S y

The w a presvey for the prior schoo ye d a stsey for crrent

schoo e consisng of eight questions ech Pre/post seys wre bsed on sents'

pepion of eir soci behavior for e previos d cent sch ye Bed on e

pcentages of sudets resoning positivey d negativey for he pre/post sey there

a cge in stdent ehavior For questios 1 and 4 there ws not a g dierence

in ositive or negative soses when comed to previos d cent schoo ye

he rescher out it ws intesg cae question 1 t with being posive

d ite hie queson 4 det wi being vioet Pre/post sey quson 1 hd a

ence of 6 % � he poive whie queson 4 a 6 % ence e

negaive ea Queson 2 for e nd ost sey quesos hd a revers psrvey

h 37 % siive d 63 % negative whie he post-ey h 63 % osive d 37 %

egative Question 5 for e re-srey spit don e midde 50 % for positive d

50 % for egave e e stey hd a 100 % siive Qestions 3 6 7 d 8

were ositive for e ost sey Resus e sed in Tabe 4

24


35/55

1%

1%

%

%

%

%

%

Table 4

Pre/Post Survey Questionnaire

Question Pre-Survey PostSurveyNwnber Positive (+) Negatve () Positive + egatve -)

1 94 % 6 % 100 % 0 %

2 37% 63 % 63 % 37 %

3 25 % 75 % 100 % 0 %

4 1 9 % 8 1 % 25 % 75 %

5 50 % 50 % 100 % 0 %

6 37 % 63 % 75 % 25 %

7 6 % 94 % 62 % 38 %

8 12 % 88 % 94 % 6 %

Note: Questions for Pre/Post Survey (See Appendix A and B)

-

1

Graph

PP y

-

t

f

1 -

1

Q

25

-

:

-

r

r

_

,

Pr-rvy rPv

Pr-y rNv

P-rvy rPv

P-vy Nv


36/55

Cumulate Student Records

The cumulatve student records were used a basis to compare students'

perception of behaior and past behaior Cumulatve student records were based on

ow many referrals, Tank forms, and suspensons were issued durng the preous

school ye Results were compared with current year Students went om 9 %

suspensions om the preous year to no suspensons for the curent ye For referals,

student records went om 3 1 % for the preious year to 6 % for the current ye

Students tat displayed negatie behaior om preious and current years were indicated

by referrals ssnsion notices and ank fos Fory-four percent of the 6

students dd not hae refeals suspension notices or were sent to the Tank

Percentages have been calculated based on students' permanent les om prevous year

to cuent year Results hae been summarzed n Table 5

Table 5Cumulative Student Records

mulaive Beavioral or eerrals revious Year 200-200

urren Year 0 200200

Graph 2

35%30% I

25%1 C Rf0% Thk Tk15%

Su pn ion

0

0% pI5%

0% I

c


37/55

Teacher Obseration

seratons were onducted for a two-wek period Da om necdotal notes

ere categori into ei quesons (S pdix D) t ere on simil soci

skils s the prpost sey questions The recordd focus on e social skils u

e csom The socia skills at w obser icluded aiveness, wen to

iore, acve liseng, the e of violent behavior, gossip, exgger beavior d

beg conibutive Quesons 1 d 5 e both si quirig sens be atenve,

resuts wer 88 % d 75 % in e oen Sden were oen rspectl in is

or uesos 4 d 7 n order for the swer have a sive outcome e

column prcent had to be 55 % or her. Questios 4 nd 7 bo delt wi a fo of

lt wheer it ws innocent e io. e ial colun, qstions 4 d 7

88 %, ereore b questions positive outcomes Queson 6 % in e

sommes coln wich ncluded tdents contnue have negve social skills

whn delng i gossip. Questions 2 3 d 8 l positive outcomes bed on their prcentages n e oen column. Question 2 75 % queon 3 had 69 % d queston

8 75 % Results szed in Tle 6.

27


38/55

Table 6

Teacher Obseation

Observation Questions Ofen SomeimesWere sudens attentive

88% 6 %hen the teacher asconducina lesson?Did students iore name 75% 1 3 %lg?

Were sudents quiet hen 69% 1 3 %the teacher as on theteephone?

Did students react violently 6 % 6 %hen hit by anotherstudent?

We sudents actively 75% 9 %listening hen a classmateas

S?

Did sudents participate 38% %hen the ers to negatively aboutoher student?Did students exaggerate 6 % 6 %hen another studentaccidentay hit hiherWere students helpl hen 75% 1 3 %a classmate didn'tundestand he lesson?

Graph 3

c

2 3 4 5 6 7

Qu

28

8

Mnimal

6 %1 %

1 8 %

88%

6 %

1 8 %

88%

1 %

O• mtm[Mmal


39/55

Sm

vell ere was a chge n positve attdes towds social skils

Asseive Classoom Diiplne h sccessl n schools all und e coun

( & endler 199) Helpng ents improve i ss also improves

behavior d acadeic slls our societ hee mn obscles that our cildn

fe dail of these obles c be avoided when we ach or o develop

e proper soci slls The seher believes she cold mke a dierence n e

lives of cildren b using Asserve Disciple to help th ow sociall d

aemicl The rescher is sle of discplne gives children hope dhelps em to believe in emlves The need to ddss ev creasng discipline

problems n our schools h led edcators to dspetl seek acceptable clssroom

magement sstems The Asserive Disciplne Pgm is a meod of discipline th

catrs to e nees of e whole cl d el mch of the saons nd ess

on cars d pents

29


40/55

Chter V

CONCLUSION

Ovell th d supp e ndings the reviw of litee th Asserive

Clso Disciplne a sive mpact on stdent soci skills. Te esehe

incorpoted Asseive Classroo Discipline in h classroom b stang d g the

exptations n e g of e he modeled e havio at is

desired om e students. Te secher set few cle iten les t e up in

e fo of a conct S Apndix C along wi ing s nd the oom he

pents and students si e con causg all pes nvolved to

contable. Te researcher mled th behvio in order t it would be eciprocated

b the students. Once les were set the esearche could me nonvebal gestes hat

suppot vebal staents. exple: a sdent is g d the teacher is on the

phone g a pnt bt c not he due to e level of e students voice e

teacher ves e student a look d he/sh immediatel stops g

I e ses presented overwhelng ajoi of e sdents me a

positive chge in eir soci s e stent sponses demonst t most

students been involvd in simila sitations. is mad it easier fo them pond

th ensias to the qesons. Te se ques used as a tool to

dene e extent in ich e negave o posive social skills cnged. Tee

w 1 2 % of te 1 6 sdents remn to show o sial slls 6 of e 16 sudents

showed ipovement in soci skills d 1 % of e 16 stdents ntned good

soci skills m pos/cuent e

30


41/55

sserve Discipline is a form of discipline at ruies accountabili and

cos. Som s e to be coule or acet e consequene of

heir behavior Asserive Disciplne m h thr, pent d

hld coble.

is also pornt o look is yle of g om e student's oit of

vew; wei e sngs d wekness o eir pepecve. It is imrt bcae

my of or stdens ave never bn exposed soci skils tecg. Admiisatos

d to dat e tig of soci slls ong wi aademics in lesson ls. My

pblems occr in or schools today e cased by tis decicy. Not e teahr

is conceed aout assising w mprovig childrens ci skills. order make

eir jobs less sessl and have successl clssroom maagement, teacher mst

provde stdents wi the necessary soci skills to ec positve baviors a

iprove ademics Some ehers nevr tke m to ow heir stdents If eachs

wt sden o hav god posive soci sklls d show resect for oers hey must

stalish conceed relationshs wi their sdens Sdents tend to wt o ave good

sial s when y encounter teaher at shw eine once.

To � taher is responsible for xcu sserve Classrom

Discipn Pom e chges in e bavor of sdes pvent. It is m eir

resonses at Arve Classroom Discipli soial skils. It is a powerl sle

f casoom gement develops posiive life-log chges. comig e

d o e e d post sy quson to e cmulive les, he was a

sive ce Asseve Classroom Dsciplie ps stdens o be success i a

otside of e classroom. It ve em a sese of itei d conce about doig e

3 1


42/55

ght ng T r proud f r ccomplmnt dwt hlp thr prs

mpv r social

T g ' of s study ndicatd tat ws mprovmnt n sdnt

sil sklls T vidnce bn nca using sdnt nils n comprison

wth sudnt srvys d pnt school rords. Rsults wr hr valia sng

tchr obsration qusons Whn sdns, pnts d thr si a conact

sdnts mor llng follow procdr Tr is a colliv ort of pis

involv T sns aso knw xcly what as xpd f thm d what y

cold xpct om thr

Lmtations

Sinc s study ws dalng ith studnts n oly o-fo classroom th

suls cnot b gnrz to ny othr pulation T suls only a rcton of

ts clssoom Tis sl of discipln h bn sd n schr's clssroom for

last for ys, d i n succssl n th s of good social sklls

Romndatos d Fh R h

is n schr : opnon succss of s syl of Assrv

Clssroom dscipl c b a psiv inc on ors, sudnts, thrs,

d pnts whn propy str A collcv ort b chrs, parns, d

sudnts ruird for prom to b succssl Tfor schr pls

ou mplnt is yl of discipln o mtn a siv lg nvronmnt

nd nc th l pon of ch udnt


43/55

EFEENCES

C, L (1979) Asserve a Tak- Aroach To 's EdcaorCifa: Cer & Ca ciaes

Can, L (1989. Asee Disciline M o he bod d mbles inaj P ela Kp 71 (1) 5761 .

Cr, L, & Cr, M (21). 3 Asserve se Califoa: Cer &Associes

Ce, L (2007). Asservene Rble Beavor Crrclm Gde 2):studtlattsburdusci1979l catrp

Crey, T. A (2007). Wa s bo fe Proams? rece Scool

e ad Clsroom Mame Proams Clioa:

ttrsoiblgcodifttm

Clon, R (2003. o ea e Pess e o Sea Gde r Teachers Cgroh e Cler So aEve D Cos New Yor Herion

Cllier, D. L (2006). Saly Ca Skp B erome Ca SompPerceo Pracce,

a Scool Psmes 12).ttwgsuciducsu uci-ddrooalsDLCollirProosald

Code of Couc Rcheser Ci Schol isic (2005 2006) oardPol

Cn R & Mendler, A (1988 1999) scp evsed edoAssocao r Servso ad Crrclm

evelome

tudtduiucdutzrEdPsy3990 Lcurwiadmdlr m

Emmer, E (1986) Eecs ofeacer rag scpla Approaces Oe ocaal Researc a Imrove. US Den f Educn, Washinn,DC 1-5.

ill D (1990) Oder e Clroom. eahr 0

K A (1996) Bo dscle: om colace o comm. ASCD Publicaions,Alexdra, VA

McNb, U (2007). e Idvdl ad e Wole Clstt:wwwartrsimu.acukcmStdt WritigDMELEUsa

McNabtml

33


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Mois C disciplin mdels in ucation. shol inEducation. 4 Sndlr J. veloping Logical Coquences (a why to st alws ompunishments) C Trsfoave ClssomMnt (p. htt//

w

calstateae/ac/jshind/cm/Chater2html

Weinsin C.S. Tomlin-Clke S . & CM 4 Towrd a Conception ofCultly Resposive Clssroom Mgem e Jonal oTeacher Educao 55

Addo efe

Benso J.M. Poidvt J.M. & Caswell C.S. 4 School discipine proams:Issues and cato for counselors Elemeta Schol Guince and Couseli

Jones V.F., & Jones L.S 5 Comprehensive classroom management Creag

sitive leaenvironmentsr a students (4t em Heits : lln &Bon

Min G & Per J Behaior Modcation Wat it is and how to o it?Englewood Clis J PnticeHll

4


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Aedix

A

PStudent Suey Qutionnaie Soia Sl

1 Sco: Bor yo wre M Jord's class i yor achr ws hig also d yo classmae s o wha wod yo do?

Sio Bo yo w M Jrd's cls i a sd cld yo dmbwha wod yo do?

3. Scio: Bor yo w Ms Jord's class iyor achr w kig oan l d yo w o ask a qsio wha wold yo do?

4. cio Bo yo w M. Jo's class i a sd hi yo wha woldyo do?

5 Scrio: Bor yo wr M. Jords cass i a classm ws hor'schair d yor ds sd say bad hgs abo rsaio wha woldo d?

6 Scio: Bor yo w M. Jor's clss i yo bs d wrlag a ohr sd's clohs w wod yo do?

Sio Bor yo wr M. Jord's cs a sd cidly ocks

yo dow d does' say y wha wold yo do?

So: Bor yo wr M Jord's class i a classma dos'ndersd work d yo k i is asy wha wod yo do?

36


47/55

ix

ostStudent Suey Questionnaie . Soia Sks

Sceo: If Mrs Jordn is tg a lesson d our classmate to talk,

wat would you do?

Sceo: I Jordns class, if a student lls you dumb, w would youdo?

3 Scenrio If Jord w g to adult nd you wted to ask aqueson, at would you do?

4 Scenio: I . Jors clss ia student it you, w would yo do?

5 Scenrio: I . Jordns class if one of our clasms as autors nd our iends sed to say bad ings about e pesentaon, at would you

do?

6 Scenrio: I . Jordns class, f your st iend were ling oerstudents cles wat wuld ou do?

7 Sceno I ordns clss, if a studt cidenlly ocks ou do nddoest e so, would o do?

Scenio: I Mrs Jordns class if a casse doest understnd e work, ndyou it is easy what would ou d?

37


48/55

C

Clssom Discipline Conc

P

dei at i n my cl�s s ye. Wi yourncogement, your child will be a par of my xcing and g eeiences isy

Since liflong sucss depend n p on lg to e sponibl choices havedevop a clsom dscipline cot o eve tudent guice n makinggoo decision about her behavior nd thus n oppor to l in a posive;ng classom envment You child eseres e most sitive ionalclimate ssible for ow and I ow that toger we will me a dience n ispess Below is n outln of our classm discipln pln

Rules: 1 Rspect other at all tmes

2 Kp hans, feet nd objects to yourself

Follow dctions

4 No sweng or sng

To encouge sdents to follow th clssoom rles will co d supporappr bevior well s send "god nws notes home nd mk positive phone home Howevr a student chses k a le followng steps will be

en

Fst time a student brek a rle Reminder

Sond time: mnutes workng away m oup

tme: 1 0 nutes workg away om op

Fo me: Call pnts

Fih te Send student to k k

Be my goal is to wo with your to ensu the of yo child this yele ad is classroom disciplie co wi your chil then si and forbelow ( Cter 2001)

Sincly---

have read e discipline cont d have discussed it w my childPenGudin Siatue Dae

tudnt Sia:e

ommnts

_ _ __

3


49/55

ni D

Teache eao Quesio

1 . Were sdents atentie wh e teacher was conducng a lesson?

Did e sdents ior eling?

3 Were stdents quiet when e eaher as on the telehone?

Did studen ret iolently when hit by other student?

5. Were students actiely lisning when a classate was seg?

6. Did stdents ticiate hen their eers beg to t negatiely concgoer sents?

7 Did students eaggerate when othr student accidentally hit hi?

. We sdents hel hen a classmate din't ndestd lesson?

3


50/55

ndE

THNK TANK FORM STUDENT DATESchool Name

ADDRSSGDE DATE OF INCIDENT

LPHON TCHER TIME OF INCIDENT

NO O PANS

Thepuof isr is to n_ou of a dsclina incident involvngthe studet.N (s)

FLUR TO OBSRV SCHL RULS ANNOYING TO CSSS RSTLSTT

DSUCTIV TO SCOL PROPR HfING ANOTR SDNT CSSI TANG

RUNNNG N CSSR D RUDDISCOUROUS TO CASS

DISRSPCUL TO ADUlt o OTHR

ACnON AND RECMENDAnON (S):

o HLD CONFRNC wNT CNGD SDS SAT RMOD STUNT FROM CSRM

DTAIND STUDNT FLD TRIP o TLPHOND PNT PARNT NFRC RQUSTD

If a{

is enter in this bx, Parent ple se sin & retu

0


51/55

Ad F

REFERL FORM SUDEN DAESchool Name

ADDRESSGDE DAE OF INCIDEN

TLEPHONE CHER IME O INCIDEN

NOTCE TO PARENTS The puse o this no is to in you o a discipia incidet invoving the student Please no the acon ken by the teacher and the ve acon intat tay

(s):

FLUR TO OBSR SCHL RULS NOYING TO CSSTS RSTLS8

DRUCTI TO SCHL PROPR ASULT XCSSIV TAKING

0 RUING IN TH CSSRO RUD�SCOUOUS L GROUNDS WTHOUT PRISSION

DISSPCUL TO ADL 0 OHR

ACT AND REMENDAT (S

HLD CONRNC w/STUDNT CNGD STUDNS ST R¥VD SDNT FRO CSROO

TAIND SUNT FILD RIP LPHOND PNT PART CONFRNC RUSTD

I a (V) is ented in this x, Pant please sin & etu

4


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Adx G

SUSPENSON FOR STUDET DATE LOCAONSchl Name

ADDRSSGDE DATE OF CIDET

LPHON ACHER TME OF ICIDET

e use of s no s o nfo u of a dsna ncden nvovng e suden

ON (s) FSUNSN

u i iig e e

Er Sui

s

Dat:

ADMINISTIV CON TAKN:

Ar:

:

4


53/55

To siioa Reve BoSY Bcr

Andix H

I have read nd arove he resech sd eiled "How does sserive discilne eecsocia reaioshis n e classroom? b ena OJord d give consen for esd o be condc Rocheser i Schoo Nber 6

Siare De

Tie of erson sng

3


54/55

Apd I

D Studnt

As p of my sech projt for my mtr's prm at SUY Colleg atBr s ye I wll obserng yo socal sls befo d aer you end myclas. You be gven a sey of quesos g scc ocal slls befre you nt my cls to e present h da wll be collt d nfoaton wll beot Te suey s attmpt to see yo soc slls hav mproved or not

Te surey ll be gvn d olected by oer s member as I lave eclass T surey be gven to e a s nvelpe. Te ey be ompletelyonyu Yo e ll ot be vealed om he da Te objct of mn toymou s to get yor e feelns.

I as yor pesson to cpa n s stud. you ae cpat s study pese s d re e fo elo. I ve apcav of yor upport

My contact foaton as well as my advsor's coact foaon s ncludedbelow f you would lke to dscss more del of the study

M. Kna Obey-JordDa Hkjold School #6Phone: 55 54677 ext 25

Besy BalzoSU Bcor College 35554

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I have red ts lter d I aee to be nclud n s Jorn's resear on AsserveDscpne eecng socal relatosps

Studn Sat Date

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As p of m resch rojet for my master's prom at S Cllge atBrockport tis e; I will be observing stdent social skills bed on y classroomgement le Asseve Discipline. Stdents will v a sey of ueonsg to sic social slls befo ente t e present Te surell be d colleted by o meber. Te will be lleedd inoaton wll be us cope soci slls tis ye lst ye's stdentrords Te se is attept to if stnt's sil skills pve or not sinceey have en n m class

Anoer st meber ll ste e sue s I leave the room. Te member wll collect the seys nd plae them in a seled envelope Te rests wll begiven to me Te sey be compltel onyous No cild's e will bevealed m the e object of g it onmos is to get the cild's e

feelingsI skig o pession to ue you cd nswers to cnduct s stdy If

ou ae to lt o cld pice n is std please si d re the fo belowI very appreciative of yo suppor

M co nfoation well as visor's contt oaton is includbelow iyou wold like discss more detl of e std

Kkea ObeJordnDag Hkjold Scool #Phone: 55 54 ext 2

Betsy BlzoS Bcor College55 35554

I have red is leter and I to let m cilds work be inlud in Jor'sreseach on Asseve Discipline e social skills

PGdi Siatre De

Documents

The Impact of Assertive Classroom Discipline on Social Skills