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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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Lt Grps
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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
3
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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
4
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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
5
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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)
7
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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
9
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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)
0
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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
11
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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
2
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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
3
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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
14
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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
5
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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
6
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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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Ap
De Pnt or Gu
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