Assertive Discipline a Systematic Approach

 

 

 

Assertive Discipline was first established by Lee and Marlene Canter in 1976 while they were consulting for various school systems. During their consultations they came across a pattern of teachers not being able to effectively manage the poor behavior that was occurring in their classrooms. McIntyre writes that the Canters attributed this finding to a lack of training in the area of behavior management, so they developed a school wide discipline system. This common sense, easy-to-learn approach is meant to help teachers become the captains of their classrooms through the application of Assertive Discipline and Positive Reinforcement (McIntyre, n.d.). The heart of the Assertive Discipline Model is that students must take responsibility for their own behavior and choices. The teacher guides the students through their choices and teaches them appropriate behavior.  It is essential that the teacher recognize that there is no acceptable reason for misbehavior (biological based behavioral disabilities excluded) and that ultimately students choose to act a certain way. Teachers that can master assertive discipline techniques and become skilled at positive reinforcement will have successful well managed classrooms. According to Mastropieri and Scruggs, the Assertive Discipline Plan is intended to be administered in an overall positive environment, marked by verbal praise for appropriate behavior, positive contact with parents/guardians, and other rewards determined by school personnel. This program is expected to be implemented school wide, all school personnel must support the program, and parents/guardians are to be informed and need to support the program (Mastropieri, p. 209).

 

 

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Assertiveness and insistence are at the focus of Canter's model.

If, at first, these do not elicit the desired behavior from students,

well organized follow up procedures are brought into play.

This model provides a very powerful system of corrective discipline.

(Teacher Matters, 2012) 

 

 

 

 

Assertive Discipline Overview

 

 

1. Organized, Teacher-in-Charge classroom environment
2. Start beginning of the school year insuring that all students know what to expect in the classroom.
3. Establish a set of classroom rules, four or five that are specific and easy to understand.
1. Display the rules in the classroom, so everyone can see what they are.
2. A handout of rules for high school students maybe more appropriate than posting them in the classroom
4. Create a Systematic Discipline Plan that explains exactly what will happen when students choose to misbehave. Remember an effective discipline plan is applied to all students fairly and is based around positive reinforcement.
   
1. The Discipline Plan is created by the teacher to fit the grade and the classroom needs.
2. Establish a maximum of "Five Consequences for Misbehavior" (examples):
1. First time student breaks rule: student is warned
2. Second time: student has 5 minute timeout
3. Third time: student has a 10 minute timeout
4. Fourth time: teacher calls the parent
5. Fifth time: the student goes to the principal 
3. Some teachers write names on the chalkboard (Canter suggests a clipboard) and use check marks, where others have students in a time out at the second infraction. The use of proximity and moving misbehaving student are very effective tools. When working with high school students, the teacher needs to develop age appropriate consequences.
4. Put the Discipline plan in writing                                                                                                                                                                               
1. Send written discipline plan home to parents.
1. Eliminates surprises if the teacher has to call home about a student who chooses to misbehave
2. Have the students and parents sign the plan 
2. Encourage parents to be active in their child's education
3. For a Sample Discipline Plan (click here)
   
5. Remain Assertive (Gurcan and Tekin, n.d.)
1. Identify wants and feeling in interpersonal situations
2. Verbalize wants and feelings in a straight forward manner
3. Persist in stating wants and feelings
4. Use firm tone of voice 
5. Maintain eye contact when speaking 
6. Reinforce verbal statements with nonverbal gestures
6. Use Positive Reinforcement
1. Teach students desired behavior through modeling and positive verbal explanations
2. Determine positive consequences for appropriate behavior
3. Encourage students to take responsibility for their choices and behavior
1. Use verbal praise and positive repetition techniques
2. Incentive reward system (examples)
3. Send home notes of praise to show parents
4. Incentives for individual or group rewards

 

 

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A Very Important Letter

by Lee Canter

click to read

Image from www.autismconsultants.com

 

 

 

 

 

 

 

 

                   Having The Right Responsive Style

 

According to Canter, teachers fall into one of three response style categories (how the teacher responds to the misbehavior of their students). The three response style categories are non-assertive, hostile and assertive.

 

A Non-Assertive Teacher  is passive, often inconsistent and unwilling to impose demands on student behavior. He fails to let the students clearly know what he wants and what he will not accept (Gurcan and Tekin). Non-Assertive teachers often plead with students to enforce classroom rules.

 

A Hostile Teacher  addresses students in an abusive way. She often loses her temper and uses behaviors that hurt student feelings, provoke disrespect and a desire to take revenge (Gurcan and Tekin).  Hostile teachers often take everything personally and take the "me vs them" approach.

 

An Assertive Teacher protects the rights of both the teacher and the student. With this style, he makes his expectations known to students in a calm and businesslike manner. He backs up his words with actions when necessary (Gurcan and Tekin). Assertive teachers act in a calm, confident and professional way. They let their discipline plan do all of the work and they clearly communicated the expectations.

 

 

 

 

   Understanding the Discipline   

 

• Catch the students doing GOOD
• Recognize and reinforce appropriate behavior
• Let the students know when you approve of the behavior 
• Let students know when you disapprove of the behavior
• Guide them through their choices and teach them good behavior
• Students obey the rules because they understand the consequences

 

 

   Positive Discipline Strategies Yield Quick Results

http://www.youtube.com/watch?v=K5kETSAn0j8&feature=endscreen&NR=1

 

  

 

                         The Teacher

                                  (Canter Principal Teachings – Ayoub, 2011)

 

• No student will stop the teacher from teaching
• No student will prevent another student from learning
• No student will engage in behavior that is not in the best interest of the learning environment 
• A student who chooses to behave appropriately, will be immediately recognize for such behavior
• Assertive teachers are “In Charge” of the classroom
• Assertive teachers have the skills and confidence necessary to “take charge” in their classroom 

 

 

                    Using Assertive Discipline

 

• Dismiss the thought that there is any acceptable reason for misbehavior
• Implement the program immediately
• Keep the classroom organized and maintain a positive environment
• Select four or five rules that are specific, easy to understand and implement them in the classroom
• Determine negative consequences for misbehavior
• Determine positive consequences for appropriate behavior
• List the rules on the board
• Put positive and negative consequences in writing
• Send rules and expectations home and explain the program to parents/guardian

Image from www.ehow.com

 

 

Assertive Discipline Analysis: http://www.youtube.com/watch?v=RWfzmOXIdYQ

 

 Summary

 

Assertive Discipline has been modified and combined with other plans over the course of the years since the Canters first established the Assertive Discipline Model in 1976. Canter suggests that Assertive Discipline is not a cure‑all. It is a starting point. Every teacher should also know how to use counseling skills, how to use group process skills, and how to help students with behavioral deficits learn appropriate classroom behaviors (Canter, n.d.). Successful teachers, provide students with a positive environment that fosters learning and allows everyone an equal opportunity to succeed. Students are held to high standards and are accountable for their choices and behavior. Positive reinforcement and verbal praise through the acknowledgement of good choices and appropriate behavior are essential to the success of the teacher and the classroom. It is important to note that many negative interpretations have come from burned-out teachers who are overwhelmed and do not feel supported by parents or administrators. Unfortunately, these teachers often take out their frustrations on the students (Canter, n.d.). Assertive Discipline is not a negative program, states Canter, however some teachers misinterpret the elements of the program and some parents do not understand the core concepts. It is essential that the focus remain on positive reinforcement and maintaining a well balanced classroom. The classroom environment is a major contributing factor to the success of a teacher’s behavior management plan. An effective classroom is led by a teacher who is in-charge, is well organized and every student has the opportunity to learn with out disruptions.  

 

Canter said it best: Students need teachers who can create classroom environments in which teaching and learning can take place. Every student has the right to a learning environment that is free from disruption. Students also need teachers who help them learn how to behave appropriately in school. Many students who are categorized as behavior problems would not be so labeled if their teachers had taught them how to behave appropriately in the classroom and had raised their self­-esteem.

 

 

 

Resources:

Ayoub, Charles (2011). Assertive Discipline, World Web Portal. Information retrieved online June 2012 from http://news.charlesayoub.com/index.php/article/9559/Assertive%20discipline

 

Canter, Lee (n.d.). Assertive Discipline: More Than Names on the Board and Marbles in a Jar. Information retrieved online June 2012 from http://campus.dyc.edu/~drwaltz/FoundLearnTheory/FLT_readings/Canter.htm

 

Gurcan, Tugba and Tekin, Esra (n.d.), Assertive Discipline, Discipline is a Dirty Word? Information retrieved online June 2012 from http://www.metu.edu.tr/~e133376/project/Assertive%20Discipline.htm

 

Mastropieri, Margo A. and Scruggs, Thomas E. (2004). The Inclusive Classroom, Strategies for Effective Instruction (2nd ed). Pearson Education, New Jersey.

 

McIntyre, Tom (n.d.). Assertive Discipline, Classroom Management Strategies. Information retrieved June 2012 from http://www.behavioradvisor.com/AssertiveDiscipline.html

 

Teacher Matters (2012). The Canter Model of Discipline. Teacher Matters, Advancing Knowledge for Teachers. Information retrieved online June 2012 at http://www.teachermatters.com/classroom-discipline/models-of-discipline/the-canter-model.html

 

Video Resources:

VIDEO #1 - Positive Discipline Strategies Yield Quick Results: http://www.youtube.com/watch?v=K5kETSAn0j8&feature=endscreen&NR=1

VIDEO #2 - Assertive Discipline Analysis: http://www.youtube.com/watch?v=RWfzmOXIdYQ

 

Image files from:

Images retrieved online June 2012 from:

http://www.expertrating.com

http://www.ehow.com

http://www.autismconsultants.com

http://www.sensible-math-education.com

http://www.metu.edu

 

 

Discussion Questions

 

Question #1: in K-12 classroom settings – what would be considered age appropriate consequences for Canter’s suggested, “Five Step Consequences for Misbehavior?” Select two specific age groups and list your ideas for the "five step consequences" for each group (see #4 under the Assertive Discipline Overview). Age group examples: consequences for kindergarten, for 2/3 grade, for 5/6 grade, for 9-12 grade, etc…

Question #2: Canter’s Assertive Discipline Model is based on the student's choice of behavior and relies heavily on communication between teacher and administration, teacher and student, teacher and parent. What are some effective ways to avoid miscommunication?  

Question #3: How could you take Canter’s Assertive Discipline Model and combine it with your own teaching style to create positive classroom management?