CHAPTER 3 Lee and Marlene Canter’s Assertive Discipline. – About Lee and Marlene Canter. Lee Canter. Lee Canter is founder of Canter & Associates. Assertive Discipline: Lee Canter. A behaviorist approach to class control based on the assumptions that teachers have a right to teach and a right to expect. Assertive Discipline: Positive Behavior Management for Today’s Classroom ( Building Relationships with Difficult Students) [Lee Canter] on
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Assertive discipline is a structured, systematic approach designed to assist educators in running an organized, teacher-in-charge classroom environment. The Cantors, rightfully so, attributed this finding to a lack of training in the area of behavior management.
Based on their investigation and the foundations of assertiveness training and applied behavior analysis, they developed a common sense, easy-to-learn approach to help teachers become the captains of their classrooms and positively influence their students’ behavior.
The Cantors believe that you, as the teacher, have the right to determine what is best for your students, and to expect compliance.
Student compliance is imperative in creating and maintaining an effective and efficient learning environment. To accomplish this goal, teachers must react assertively, as opposed to aggressively or non assertively.
Assertive teachers react confidently and quickly in situations that require the management of student behavior. They give firm, clear, concise directions to students who are in need of outside guidance to help them behave appropriately. Students who comply are reinforced, whereas those who disobey rules and directions receive negative consequences. Assertive teachers believe that a firm, teacher-in-charge classroom is in the best interests of students.
The Canters state that society demands appropriate behavior if one is to be accepted and successful. Therefore, no one benefits when a student is allowed to misbehave. The Canters say that teachers show their concern for today’s youth when they demand and promote appropriate classroom behavior. Additionally, educators have the right to request and expect assistance from parents and administrators in their efforts.
Assertive discipline provides strategies for gaining this support. For example, to gain the support of administration, write your rules, positive consequences, and a list of penalties. In between are sequentially more punitive outcomes for failure to comply with the teacher direction. If it receives a positive review, say “Thank you”, and mention that the step that follows the last one on your list is a visit to “the office”. More than being a director, assertive teachers build positive, trusting relationships with their students and teach appropriate classroom behavior via direct instruction They are demanding, yet warm in interaction; supportive of the youngsters; and respectful in tone and mannerisms when addressing misbehavior.
Click here to read a report on the observed actions of co-teachers; one assertive and the other hostile.
Dismiss the thought that there is any acceptable reason for misbehavior Biologically based misbehavior may be an exception. Decide which rules you wish to implement in your classroom. Devise four or five rules that are specific and easily understood by your students. For more on making rules, see the home page link on “How to create your own behavior management system” or the video podcast on this topic 3.
Choose three to six negative consequences a “discipline hierarchy”each of which is more punitive or restrictive than the previous one.
These will be administered assertove the student continues to misbehave. The Canters recommend that you NOT continue punishing if talking with the youngster will help to defuse the situation.
For more on making and implementing consequences, see the home page link on “How to create your own behavior management system” 4. Determine positive consequences for appropriate behavior. For example, along with verbal praise, you might also include raffle tickets that are given to students for proper behavior.
Students write their names on the cut up pieces of paper and drop them into a container for a daily prize drawing. Even if a student is having a bad day, there is a reason to improve Others might receive notes of praise to be shown to their parents.
Canher rewards are also used. A marble might be dropped into a jar for each predetermined interval that the class as a whole has been attentive and respectful. When the jar is full, a special event is held. Cantet the letters spell “Popcorn Party” or some other activity discilline, that event is held.
Conduct a meeting to ele the students of the program. Explain why rules are needed. List the rules on the board along with the positive and negative consequences.
Review periodically throughout the year especially soon after implementation of the program in order to reiterate important points and consolidate the program.
Attach a message explaining the program and requesting their help. Implement the program immediately. Become skilled in the use of other assertive discipline techniques: Now that you have given a direction, you can reinforce the student for compliance or punish him or her for noncompliance. Be sure to add emphasis to your directions by using eye contact, hand gestures, and the student’s name.
Recognize and quickly respond to appropriate behavior.
Assertive discipline – Wikipedia
This quick action will encourage the students to display the desired behavior more assergive. Be aware that some students may need to be reinforced quietly or non-verbally to prevent embarrassment in front of peers. Learn to use the “broken record” technique. Continue to repeat your command a maximum of three times until the student follows your directions.
If directions are not followed at that point, the sequential list of penalties is implemented. Do not be sidetracked by the student’s excuses. Consider this example of the procedure: Get away from that window and sit in your seat. If the command is not followed, you might issue a choice to the student. This can be done after the first, second, or third request. Give the student a choice between following the command or facing a consequence for disobedience.
You can sit down now or you’ll sit with me after school or during recess. The consequence should be administered quickly and in a calm, matter-of-fact manner. In the above situation, you would move through your list of negative consequences until the student complies.
Learn to use the “positive repetitions” technique. This is a disguised way of repeating your rules so that all students know what to do This procedure appears to be a restatement of Jacob Kounin’s “ripple effect” strategy. Repeat the directions as positive statements to students who are complying with your commands e. So did Harold and Cynthia. Use “proximity praise” also appears to have been borrowed from Jacob Kounin.
Instead of just focusing on the misbehaving students, praise youngsters near them who are doing the correct thing. It is hoped that the misbehaving students will then model that appropriate behavior Kounin’s “ripple effect”. The comments can be made specific and obvious for younger students.
More subtle recognition is required for adolescents. Make use of proximity control; moving toward misbehaving students indicated moreso for younger kids. Invite pre adolescents into the hallway to “talk” to avoid embarrassment in front of peers and the negative behavior that will most likely result if you engage in public chastisement.
If kids don’t presently possess desired classroom behaviors, teach them! This instruction involves more than just giving commands. Activities and Discussion Questions. Identify the following teacher response as being that of an assertive teachera hostile teacher, or a non-assertive teacher sometimes you will see a combination of two types: It’s been five minutes since I asked you to clean up.
If this group doesn’t want to listen, its your problem, not mine. The teacher grabs the student’s shoulder and pushes him toward the end of line. If you want to act like a bully, I’ll show you what it’s like to get pushed around.
Typically active students are working quietly on their projects while the teacher sits at his desk and talks with the classroom aide. Students are off task while the teacher quietly sits at her desk and corrects assignments. You will keep your hands to yourself or you will go to the time-out room. You finally handed in an assignment that doesn’t look like chicken scratchings.
Peter is working diligently on his seatwork. He feels a hand on his shoulder and looks up to see the teacher give him a smile and a wink. Provide an assertive response to the following situations: Five students are gathered around a small table for their reading lesson. While three students read or listen, Calvin and Poonam are poking each other and making faces.
When told to get back on task, Juanita tells you that she is feeling ill today. When told to get back on task, Kevin tells you that he is feeling ill today. This is commonly reported by him, has been evaluated out by the school nurse, and is believed to be a ploy he uses to avoid class work.
Berj rips up his worksheet and throws it on the floor, mumbling, “I’m not doing this crap. Diana leaves her seat to tug on your arm and ask for assistance. You tell her to sit down and raise her hand. She starts to cry and accuses you of never helping her. Demonstrate the “‘broken record” technique by writing responses for the teacher.
Mike is not wearing his goggles during an activity that requires chipping pieces off of a rock with a hammer and chisel.