Documente Academic
Documente Profesional
Documente Cultură
students are frequent and persistent. In general, however, it should be possible for
students to begin each day afresh with no regard given to any failings of the previous
day.
Assertive discipline is most effective when it is implemented under a school
policy rather than exclusively in an individual classroom. Students need to know
that their teacher is supported by administrative staff and by their own parents, and
that the codes of behavior being applied in the classroom have been discussed and
decided by everyone involved. It is essential, therefore, that parental assistance and
involvement be secured at the beginning of a school year. This is usually done
through a general staff-parent meeting where details can be outlined and specific
involvement by parents can be explained. Most parents appreciate a collective
approach in order to ensure a safe and secure school environment and will readily
cooperate with the administration and staff. Any decisions made in these meetings
should be recorded and clearly stated in the school handbook.
Assertive discipline can be seen as a reminder that students and their parents
have a right to expect positive direction and control within the school setting. Child
centered programs do not advocate an abdication of control by teachers, but focus
on the learning needs of individual children. These needs can be implemented most
effectively when teachers are clearly in charge, and in this regard, assertive
discipline is quite correct in its propounded objectives.
http://www.instructorweb.com/doc/assertivediscipline.asp
Assertive Discipline
Assertive discipline is a structured, systematic approach designed to
assist educators in running an organized, teacher-in-charge classroom
environment. To no one's surprise, Lee and Marlene Canter, when
consulting for school systems, found that many teachers were unable
to manage the undesirable behavior that occurred in their classrooms. 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. Today, it is the most widely used
"canned" (prepared/packaged) behavior management program in the world.
Assertive discipline has evolved since the mid 70's from a
rather authoritarian approach to one that is now more democratic and
cooperative.
The Cantors believe that you, as the teacher, have the right to determine
what is best for your students, and to expect compliance. No pupil should
prevent you from teaching, or keep another student from learning. 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 are supported by a few clearly
stated classroom rules that have been explained, practiced, and enforced
consistently. 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 do not view
students as adversaries, nor do they use an abrasive, sarcastic, hostile
teachers).
Assertive teachers believe that a firm, teacher-in-charge classroom is in
the best interests of students. They believe that the students wish to have
the personal and psychological safety experienced when their teacher is
highly competent in directing behavior. 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. The list of
negative consequences moves from official warning/cease-and-desist
order, to removal from the classroom. In between are sequentially more
punitive outcomes for failure to comply with the teacher direction. (You can
find out more about setting up your classroom management plant inside the
"Free podcasts & videos" button on the home page of BehaviorAdvisor.com
Scroll down to "Setting up your classroom management system)
Once you have your written document, schedule an appointment with the
person in charge of discipline (Dean of Students, Assistant Principal).
Present your plan. 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". If the administrator backs off from the support for your plan, ask
what needs to be done to gain his/her backup to your plan. Work together
to create a system in which you do your best to address misbehaviour in
your classroom, but can be assured of admininistrative support if the
youngster is non-responsive to your in-class attempts to help him/her
display appropriate behavior.
More than being a director, assertive teachers build positive, trusting
relationships with their students and teach appropriate classroom
Click here to read a report on the observed actions of co-teachers; one assertive and the other
hostile
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")
"ripple effect").
a. "Tish, I like the way you raised your hand before speaking."
b. "Conchita, please start putting your project away. It's been five minutes
since I asked you to clean up."
c. "I give up. If this group doesn't want to listen, its your problem, not
mine."
d. "Get to the end of the line! (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."
e. Typically active students are working quietly on their projects while the
teacher sits at his desk and talks with the classroom aide.
f. Students are off task while the teacher quietly sits at her desk and
corrects assignments.
g. "Jamie, stop hitting. You will keep your hands to yourself or you will go to
the time-out room."
h. "Louise, you did such a nice job on your composition! Let's go down to
the office to show Mrs. Gailey (the well-liked assistant principal)."
i. "Hank, when are you going to learn that spitting at people is not a good
way to handle conflicts?"
j. "Quit acting like a baby. Act your age."
k. "I want you to stop talking and finish those math problems."
1. "'I don't believe it. You finally handed in an assignment that doesn't look
like chicken scratchings."
m. "Wow, you only made that one small mistake. Great work Carmen."
n. 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.
e. 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.
b. The softball beats Antonis to home plate and he violently pushes Tim
who is waiting at the plate for the tag. Tim receives a hard knock on the
head as a result of the push-initiated fall.
Teacher:
"Antonis, sit down for a few minutes."
George:
"For what?!"
Teacher:
George:
'They do it in the pros!!"
Teacher:
George:
"Bulls--t! Why do I have to sit out for playing right? If Tim
doesn't want to get
hurt, he shouldn't stand in front of the plate!"
Teacher:
(Offer a choice with a negative consequence for
noncompliance.)
c. You see Tyler put the stuffed clown doll in his desk rather than returning
it to the toy box.
You decide to give a friendly hint or two.
Teacher: "Tyler, I don't see Emmett in the toy box."
Tyler:
Places his face in his folded arms on the table, then raised it up
to give you one
of his wonderful smiles.
Teacher: "Emmett gets lonely without his clown friends."
Tyler:
"I won't play with him."
Teacher: (Issue a direction)
Tyler:
"No!
Teacher: (Offer a choice with a negative consequence for
noncompliance.)
4. To understand how messages are made more effective by the use of the
student's name, eye contact, and gesture, practice the following steps with
another person.
a. Sit ten to fifteen feet apart from your partner who is standing.
b. While looking down or away from your partner, say, "Sit down."
c. (partner stands up again if seated) While looking down or away from
your partner, say
"(Name), sit down."
d. (partner standing) Say, "(Name), sit down," while looking assertively into
the eyes of your
partner. Maintain this eye contact for a few seconds.
e. (partner standing) Say, "Name, sit down," while maintaining eye contact
and gesturing
toward the chair.
f. (partner standing) Stand up while completing step (e). Be aware that
some older students
may see this behavior as a challenge to a conflict.
g. Switch roles and repeat steps (b) through (e) (...but leave out the
gesture). Have a partner
play the role of a student who has just sat down in his/her chair
after delivering a message
for you. Instead of using the phrase "Sit down" (as in the last
situation), use "Thank you for
your help".
(Dr. Mac's note: Allow the student to decide on whether s/he will give direct eye contact. While eyecontact from children during discipline is common among those raised in homes with European
ancestry, most other cultures of the world require a student to look down or avoid eye contact while
being disciplined. However, you, as the adult should usually use strong eye contact. Even this
recommendation might be inappropriate at some times though...as when dealing with adolescents
who might become combative. In that case, polite requests given with a lessened contact of the eyes
may be indicated.)
b. Use positive touching on the student's back or shoulder and give a nonverbal
signal.
c. Give a positive comment to the whole class (use your imagination) because they are
all
working so diligently.
d. Have your partner approach your desk and ask if his or her paper is "OK". Say
something positive to the student in a personal, quiet voice. Give specifics in a
positive or constructive manner. Remember to use eye contact and the student's
name.
-Berating
-Belittling
-Getting physical
-Using sarcastic, hurtful humor
-Using a punishment that was too harsh given the offense
7. Follow steps 2, 3, and 4 under the section entitled How to Use Assertive
Discipline.
Also write the message mentioned in step 6.
extent?
b. Are there any legitimate excuses for misbehavior (e.g., misinterpretation of a
situation,
illness, home problems, cultural difference in what is perceived as the correct way to
respond in a situation)?
http://www.behavioradvisor.com/AssertiveDiscipline.html
http://assertive-discipline-project.wikispaces.com/Assertive+Discipline+Theory
Criticisms of the Assertive Discipline theory abound. As a behavioral management theory that has
been around for 35 years there has been much time to analyze and debate the techniques and
question the effectiveness and potential backlash or negative impacts of such a structured system.
Some of the main criticisms, questions, and misconceptions that have come up over the years
include:
1.
2.
3.
Lee Canter has had many opportunities to explain and defend some of the issues that are frequently
raised about Assertive Discipline. In addressing some of these criticisms, especially those that are
more difficult to support with empirical evidence from the research studies that have been done over
the years, he has taken the opportunity to make revisions to his earlier techniques and to refine his
theory. Following are some responses that Lee Canter has given to the specific issues mentioned
above.
1. From the beginning, Assertive Discipline has been based on a balance of positive reinforcement
and negative consequences. (Canter, "Let the Educator Beware" 72) Assertive Discipline trains
teachers to use both consequences for disruptive behavior along with consistent positive recognition
of desired behaviors. (Canter, "Let the Educator Beware" 72) Positive recognition is not simply
thanking students for good behavior, but rather an ongoing behavioral narrative provided by the
teacher. This is a move past praise of individual student behavior that can be seen as judgmental and
as a game for students of seeking approval points from the teacher. As a teacher describing the whole
scene, and referring to groups of students exhibiting acceptable behaviors that you are seeing and
hearing, you are giving positive and non-judgmental recognition that can provide positive motivation
for all of your students. (Canter, Assertive Discipline 65)
2. Assertive Discipline provides an outline and a systematic approach that emphasizes consistency in
handling classroom misbehavior. It is vital for classroom teachers to have a systematic discipline plan
that explains exactly what will happen when students choose to misbehave, and without a plan,
teachers must choose an appropriate consequence at the moment when a student misbehaves
(Canter, "Assertive Discipline: More Than Names"). Without a plan teachers tend to be inconsistent
and in the heat of the moment often respond differently today then they might have the day before for
the same rule infraction as well as differently to students from differing socioeconomic, ethnic, or
racial background. There are many issues that have been addressed in the development of Canter's
Assertive Discipline model, it is not based upon one type of student or one type of teacher. At the
same time, 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. In addition, classroom management must
be part of an educator's continuing professional development. (Canter, "Assertive Discipline: More
Than Names") Also, it is often overlooked that Assertive Discipline takes into account a variety of
factors that can contribute to students misbehavior. Factors such as a students need for extra
attention, their need for limits, or their need for extra motivation (Canter, Assertive Discipline 54)
have been recognized during the development of the Assertive Discipline techniques and the basic
concepts of providing great amounts of attention for appropriate behavior, providing firm and
consistent limits, and focusing classroom behavior management efforts toward getting students to do
their work, are aligned with the aforementioned students special needs.
3. Names and checks on the board are often attributed as essential elements to the Assertive
Discipline program, but this is inaccurate and has been altered along the way by Lee Canter in
response to the fears that student names and checks on the board can be perceived as potentially
humiliating to individual students. Canter, says he originally suggested this particular practice because
he had seen teachers interrupt their lessons to make outlandish negative comments to misbehaving
students. Comments like, Ive had it. You're impossible. In an effort to eliminate the need to stop the
lesson to reprimand a student, Canter felt that writing a students name on the board would act as a
calm notification to the student that they were being warned. This would also serve to allow the
teacher to keep teaching while recording and keeping track of the hierarchy of infractions by the
students without continued interruptions to class instruction. (Canter, "Assertive Discipline: More Than
Names") Subsequently, Canter has revised his theory stating, I now suggest that teachers instead
write an offending student's name on a clipboard or in the roll book and say to the student, You talked
out, you disrupted the class, you broke a rule. That's a warning. That's a check." ("Assertive
Discipline: More Than Names")
Although Canter has refined his theory over the years and as recently as 2010 released a 4th edition
of Assertive Discipline: A Take-Charge Approach for Today's Educator, he contends that his theory is
only the first step in developing a personal system of classroom management. "Teachers who are
effective year after year take the basic Assertive Discipline competencies and mold them to their
individual teaching styles. (Canter, "Assertive Discipline: More Than Names") Assertive Discipline is a
starting off place from which teachers can develop their personal classroom management skills and
help students with behavioral challenges to learn appropriate classroom conduct. This is just a part of
the continuing education all teachers need in building their techniques in classroom management.
http://leecanter-assertivediscipline.wikispaces.com/Criticism+and+Defense
ASSERTIVE DISCIPLINE
However, they have their own needs, wants, and feelings just as their
students. For Canter, teachers must insist that their own rights are
met in the classroom. These rights include :
The right to establish classroom rules and procedures that
produce the optimum learning environment
Hostile response: Hey, you two. Where are your manners? You
are the most inconsiderate kids I have ever had the misfortune
of teaching. Now turn around and shut up if you know what is
good for you.
If the student does not do what is asked from her, then the teacher
repeats assertive command three times which is called broken record,
then follow with consequences. The broken record technique involves a
teachers insistent but not mean repetition of her original message.The
teacher repeats the reques as originally stated- like a broken record.
Teachers should use the exact words, same tone, same volume each
time the request is delivered.
Who-squad: After the fifth breaking of the rule, the student is sent
to the principals office. If he refuses, the teacher gives 2 previously
ASSERTIVE DISCIPLINE
The discipline system known as Assertive Discipline was developed by Lee and Marlene Canter in
1976. In the first 12 years of distribution "Lee and Marlene Canter claim to have trained some 300,000
teachers in workshops in 48 states -- including half of the teachers in Oregon and California"
(Crockenberg, 1982, p. 59). By 1989, some 500,000 teachers had been trained in Assertive
Discipline. (Render, Padilla, and Krank, 1989) No other discipline system has made such claims of
distribution and acceptance.
Assertive Discipline teaches students to accept the consequences of their actions. It has "as its basic
premise the reinforcement of appropriate behavior" (Render, Padilla, and Krank, 1989, p. 609).
"Responsibility is exactly what Assertive Discipline is all about" (Canter, 1988, p. 24). Practitioners of
Assertive Discipline are taught that they must learn to be assertive in taking control of the class. A
system of rewards and punishments are devised by the teacher to let students know when they have
acted correctly or incorrectly. Increasingly unpleasant penalties are incurred by students who continue
to make improper choices. Canter expresses concern about teachers who "spend too much time
punishing children. . . . This is the key to Assertive Discipline, positives and lots of praise" (Canter,
1988, p. 24).
Assertive Discipline is generally considered easy to learn. "Assertive Discipline provides an attractive,
packaged, simple-to-understand, easy-to-implement alternative" (Curwin and Mendler, 1989, p. 83).
Assertive Discipline seems to be the easiest discipline system to implement. (Emmer, 1986; Edwards,
1993) Teachers will often feel secure in implementing Assertive Discipline with only a few hours of
training in a seminar behind them. (Curwin and Mendler, 1989; Emmer, 1986; Edwards, 1993)
There are many criticisms of Assertive Discipline. There has been limited research on the
effectiveness of such a widely accepted discipline system. (Curwin and Mendler, 1989) "We found
only 16 studies (10 dissertations, 3 journals, and 3 other reports) meeting our criteria. Equally
surprising is the nature of the studies. Not one study systematically investigated the program's
effectiveness compared with any other specific approach" (Render, Padilla, and Krank, 1989, p. 72).
Although Assertive Discipline is widely used, there are many arguments that suggest it does more
harm than good. (Watson, 1982; Crockenberg, 1982; Curwin and Mendler, 1989; Gartrell, 1987) The
self-esteem of students is often decreased by methods born of Assertive Discipline. "Excessive
control is apparently a major contributing factor in creating at-risk conditions for school children"
(Edwards, 1994, p. 344).
Assertive Discipline is also criticized on the basis that it suggests that all problems in a classroom
stem from students who do not know how to behave. (Curwin and Mendler, 1989) "The Canters
nowhere in their book recognize that behavior problems in the classroom might possibly be a function
of poor teaching" (Crockenberg, 1982, p. 63). Students are forced to accept the rule of the teacher or
else. Lines of control are strictly enforced with little or no democracy in the classroom. It is up to the
teacher to make and enforce classroom rules. "The teacher knows what is required. . . . Parents must
adapt to the teacher's requirements. Any attempts by parents to criticize teaching are understood to
be 'side-tracking manipulations', uninformed and unfair" (Crockenberg, 1982, p. 63). Hitz (1988)
describes Assertive Discipline as "power assertion rather than developing responsible behavior" (p.
25)
http://www.brains.org/classroom_management.htm