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Classroom Management: Assertive Discipline

Assertive discipline is an approach to formal education that has been developed in


recent years as a reaction to some progressive child-centered pedagogical theories.
Some educators fear that this approach to teaching and learning advocates a return
to the less enlightened days of the one-room school house, though, admittedly, with
a kinder face. No one wants a system dominated by authoritarian teachers where
children are forbidden to speak and express themselves, but proponents of assertive
discipline want to see firm teacher control and students who respect some well
defined rules of the classroom.
A teaching methodology based on assertive discipline is founded on good
classroom management. In many ways, this is not a new approach, since good
teachers have always recognized the need for proper control, and they have
traditionally accepted responsibility for identifying acceptable behavior within the
classroom. However, the problem has been that some child-centered theories have
placed too much responsibility on children, expecting them to identify their own
learning needs, and this has sometimes led to a detrimental lack of control by the
teacher. Proponents of assertive discipline reject any system that allows students to
set their own limits.
Without proper control, no teacher can implement an effective educational
program. Too many classroom rules can be counter productive, of course, but it is
still necessary to provide positive direction by clearly stating and enforcing the limits.
Unacceptable behavior must be clearly defined, and teachers must be firm in dealing
with transgressions by applying appropriate consequences. Most experienced
educators agree that a combination of kindness and firmness produces the best
results.
One of the hallmarks of good education today is the positive rapport
between teachers and students. Proponents of assertive discipline agree that this
positive approach must be maintained, and good behavior must be reinforced by
recognition and reward. But the other side of the equation must be addressed too.
The consequences of unacceptable behavior need to be clearly defined, and they
should be based on an escalating scale if transgressions on the part of some

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

style (as with "hostile" teachers).

Neither do they react in a

passive, inconsistent, timid, non-directive manner (as with "non-assertive"

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

behavior (via direct instruction...describing, modeling, practicing, reviewing, encouraging, and


rewarding) to those who don't show it at present. They are demanding, yet
warm in interaction; supportive of the youngsters; and respectful in tone
and mannerisms when addressing misbehavior. Assertive teachers listen
carefully to what their students have to say, speak politely to them, and
treat everyone fairly (not necessarily equally).

Click here to read a report on the observed actions of co-teachers; one assertive and the other
hostile

How to Use Assertive Discipline


1. Dismiss the thought that there is any acceptable reason for
misbehavior (Biologically based misbehavior may be an exception).
2. 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. Determine negative consequences for noncompliance (You will be providing a


consequence EVERY TIME a student misbehaves). 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 if 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...s/he might get a ticket and have a chance at winning the raffle
prize. Others might receive notes of praise to be shown to their parents.
Group 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. Some assertive
teachers write a letter of the alphabet on the board for each period/activity
of good group behavior. When the letters spell "Popcorn Party" (or some other
activity), that event is held.
5. Conduct a meeting to inform the students of the program. Explain why
rules are needed. List the rules on the board along with the positive and
negative consequences. Check for understanding. Review periodically
throughout the year (especially soon after implementation of the program) in order to
reiterate important points and consolidate the program.
6. Have the students write the rules and take them home to be signed by
the parents/guardians and returned (optional depending on age of students, chances of
forms being reviewed and returned, etc.).

Attach a message explaining the program and

requesting their help.

7. Implement the program immediately.


8. Become skilled in the use of other assertive discipline techniques:
a. Communicate your displeasure with a student's misbehavior, but then be
sure to tell the student what s/he should be doing. For example, consider:
"Bill, please put the pencil down on the desk and pass your paper
forward." Notice that the teacher told the student what to
do. Often students contine to display inappropriate behavior when they
have been told to discontinue it because they do not know what
they should be doing. 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.


b. Recognize and quickly respond to appropriate behavior. This quick
action will encourage the students to display the desired behavior more
often. Be aware that some students may need to be reinforced quietly or
non-verbally to prevent embarrassment in front of peers.
c. 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:
Teacher: "Vince, you have work to do. Get away from that window and sit
in your seat."
Student: "But I want to see the cop give that guy a ticket." (Now you have to
make a choice: Is this incident a "teachable moment", in which everyone could go to the window and
we could teach about law enforcement, greivances in court, insurance rates, etc.; Or is it important at
this time for everyone to be working on something else more essential?)

Teacher: "I understand, but I want you to sit down now."


Student: "'Just one minute, OK?"
Teacher: "'No, Vince, I want you to sit down now."
Student: "Aw, OK."
Nice kid. 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. For example: "Vince, you have a choice. You can sit
down now or you'll sit with me after school (or during recess)." If you find it
necessary to implement the consequence, make it clear to the student that
s/he made the decision as to which option would occur. 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.
d. 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.g. "Jason raised his hand to be recognized. So did Harold and Cynthia. Thanks
you.").
e. 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.
f. 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).

g. If kids don't presently possess desired classroom behaviors, teach


them! This instruction involves more than just giving commands. Teach
and roleplay actions in order to promote responsible behavior (see the page on
this site titled "Teaching social skills to kids who don't have them")

Activities and Discussion Questions


1. Identify the following teacher response as being that of an assertive
teacher, a hostile teacher, or a non-assertive teacher (sometimes you will see a
combination of two types):

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.

2. Provide an assertive response to the following situations:


a. 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.
b. When told to get back on task, Juanita tells you that she is feeling ill
today. This response is not typical for her.
c. 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.
d. Berj rips up his worksheet and throws it on the floor, mumbling, "I'm not
doing this crap."

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.

3. Demonstrate the "'broken record" technique by writing responses for the


teacher. Show your concern for the student by prefacing your unwavering
direction/command with a supportive message (e.g., "I understand, but...").
a. Mike is not wearing his goggles during an activity that requires chipping
pieces off of a rock with a hammer and chisel.
Teacher:
"Mike, put those goggles on."
Mike:
"It's OK I've done this before."
Teacher:
"
."
Mike:
"But the goggles get hot and fog up."
Teacher:
"
."
Mike:
"Aw, but they mess up your hair and leave red lines on your
face."
Teacher:
(Offer a choice. Restate the direction and inform him of the
consequence that will
occur if he fails to comply.)

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.)

5. Practice giving positive reinforcement and consequences in different


ways by engaging in the tasks below with a partner.
a. Have someone play the role of a student who is quietly writing a
composition and
sometimes looks up momentarily to think. Give five different
nonverbal signals (e.g.,
wink, smile, nod, "thumbs up," OK sign, etc.) .

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.

6. Conduct a self-analysis by completing the following:


a. List the names of a few students whose behavior has been difficult for
you to manage.
b. Decide with which of these pupils you failed to set firm consistent
limits (non-assertiveness) because:
You were afraid of them or their behavior
You might cause them psychological harm
You felt inadequate to handle their unusual behavior
You were concerned that they might not like you
You weren't sure what to do
c. With which of these pupils did you react in an aggressive manner (hostile
teacher practice) by:
-Yelling

-Berating
-Belittling
-Getting physical
-Using sarcastic, hurtful humor
-Using a punishment that was too harsh given the offense

d. Analyze your typical behavior management style. Do you set firm,


consistent limits for all
students? Do you respond to misconduct in a non hostile, assertive
manner?
Do you use a firm, calm, confident voice?
Do you use eye contact, gestures, and the student's name?
Do you have a sequential listing of responses (e.g., warning, detention, send to
office) so
that you are prepared to administer a negative consequence, and do
the students know
that you will respond in a consistent manner?
Do you "catch the students being good" (e.g., answering questions, doing requested
assignments)?
e. Write down the changes that you must make to develop a style that is
consistent with the
assertive discipline.

7. Follow steps 2, 3, and 4 under the section entitled How to Use Assertive
Discipline.
Also write the message mentioned in step 6.

8. Visualize a classroom experience you have had when you felt


inadequate or reacted in a nonassertive or hostile manner. Now relive that
experience and act assertively in it. Say your response out loud. Use an
assertive, confident voice.

9. With another person, discuss the following:


a. Should students have an influence in the formation of rules and
routines? If so, to what

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)?

c. Is this approach useful for all teachers, students, and educational


programs?
10. The Canter's believe that kids choose to misbehave. Do you believe
that all behavior is a conscious choice on the part of youngsters? Might
some kids be reacting habitually and therefore need to be made aware of
options to create the ability to choose?
11. The Canter's recommend that your first step in dealing with
misbehavior is to tell the student that s/he has "a warning". How do you
feel/react when you are given "a warning"? Might the word "Reminder" be
a better choice? Might you try other things before giving a direct
warning? (e.g., distracting the youngster back to task, asking the youngster what's up, etc.)
12. Go to the link on Dr. Mac's home page titled "Different ways to catch
them being
good". There you will find reports on the use of many of the techniques
mentioned
above.

http://www.behavioradvisor.com/AssertiveDiscipline.html

Assertive Discipline Theory


Lee and Marlene Canter developed the Assertive Discipline model after observing that effective
teachers acted assertively; these teachers expressed their expectations to their students and were
prepared to act if those expectations werent met. (Baron 1992) The Canters believed that teachers
were in charge of the classroom and had the right to teach without interruptions, and they offered the
following value statements as they relate to the classroom teacher:
You have the right and the responsibility to establish rules and directions that clearly
define the limits of acceptable and unacceptable student behavior.
You have the right and responsibility to be supportive of those students who are not
disruptive.
You have the right and responsibility to teach students to consistently follow these rules
and directions throughout the school day and school year.
You have the right and the responsibility to ask for assistance from parents and administrators.
(Wolfgang 2005, p. 82)
The Canters developed the Assertive Discipline model based on the premise that students choose to
behave as they do, and therefore the school environment should be structured in such as way that
students choose to behave in an acceptable manner. (Charles 2008) In addition, administrators and
parents are expected to support the teacher in enforcing the pre-set rules.
The Assertive Discipline plan has three steps:
1. Establish rules that students must follow at all times. These rules must be observable and
enforceable. They must be clearly conveyed to the students ahead of time.
2. Develop supportive feedback that students will consistently receive for following the rules.
Feedback can be given in various forms such as praise, positive notes and phone calls home,
awards, rewards, and special privileges. The emphasis is on reinforcing the positive behavior of
students rather than giving attention to the misbehaving student.
3. Define corrective actions that the teacher will consistently use when a student
chooses not to follow a rule. The corrective actions must be clearly stated to the student
so that the student understands that he or she chose the actions by breaking the rules.
Actions begin fairly mild and increase in severity. For instance, from a warning for a first
infraction to staying in class after the bell has rung to a call to parents to a trip to the
principals office for several infractions. (Wolfgang 2005; Baron 1992)

http://assertive-discipline-project.wikispaces.com/Assertive+Discipline+Theory

Criticism and Defense


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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.

Assertive Disciplines emphasis is on providing only negative consequences when students


misbehave ("Assertive Discipline: More Than Names").
Assertive Discipline is a rigid approach that provides a one-size fits all system.
Writing students names on the board and adding supplemental check marks as they continue
to break rules, is humiliating to students and carries a lasting negative impact.

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

This model is developed by Lee Canter who is a child guidance


specialist. He has established an organization in California called
Canter and Associates, through which he provides training for teachers
who want to become more assertive in their teaching. He and his wife
lead workshops all over the US and the world.Canter believes that
teachers have traditionally ignore their own needs in the classroom.

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

The right to insist on behavior from students that meets


teachers needs

The right to receive help in disciplining from both parents and


school administrators when support is needed. Students also have
rights. They have the right to have teachers who will limit
inappropriate behavior, who will provide positive support for
appropriate behavior and who will communicate how students
should behave and what will happen if they do not.

Canters advocate that teachers must learn to assert themselves.


Assertive teachers clearly and firmly communicate personal wants and
needs to students and are prepared to enforce their words with
appropriate actions. They atttempt to get their own needs met and still
take into account the capabilities of their students. Teachers need to
communicate the idea that they care too much about themselves to
allow students to take advantage of them.They also need to show
students that they care too much about them to allow their
inappropriate behavior to go unnoticed.
In simple terms, assertive teachers let students know that they mean
what they say and say what they mean.
The assertive teacher is able to

identify wants and feelings in interpersonal situations

verbalize wants and feelings in a straightforward way


persist in stating wants and feelings
use a firm tone of voice

maintain eye contact when speaking

reinforce verbal statements with nonverbal gestures

Teachers, according to Canters, fall into one of three categories


regarding to their response styles to misbehaviors of their students.
These response-style categories are assertive, hostile and
nonassertive.

A nonassertive 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.
Nonassertive response: Please (almost pleading) try to stop
talking while I am teaching. How many times do I have to warn
you?
Comment: Even while enforcing legitimate rules, nonassertive
teachers have a tendency to plead. Asking students to try to stop
talking is not really what the teacher wants. What he wants is
the students to actually stop talking.
A hostile teacher address students in an abusive way. He often loses
his temper. Hostile teachers and the behaviors they use, hurt students
feelings, provoke disrespect and a desire to take revenge.

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.

Comment: Hostile teachers see the situation as me versus them.


They take everything personally.
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.
Assertive response: While continuing to lecture, the teacher
moves over to the chattering students and says Ahmet and Ali,
the rule in this class is that while one person is talking the rest
of the class will remain quiet and listen. I want you to stop
talking, turn around and face front, and pay attention to the
lecture.
Comment: Assertive teachers act in a calm, confident and
businesslike manner. They let their discipline plan do all of the
work. The response they desire is clearly communicated.
In assertive discipline model, the teacher has to write out a discipline
plan, gives a copy to the principal for approval and sends it home to
parents asking feedback and suggestions. The teacher also teaches the
plan to the students on the first day of the class.
In a teacher discipline plan, Click to see >>

Assertive command: say name, gesture, touch, establish eye contact


and tell the student exactly what to do.
Ahmet, you knew the rules and you have chosen to break them, now
you must experience the consequences (states the students name,
points a finger at her, and then gestures toward the door and makes
eye contact) I want you to stand, go out to door and go straight to the
principals office.

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

prepared letters to a well-behaved student to take to the principal.


They come to class and ask who. The teacher points and says the
name. The squad then escorts the students to the office. Corporal
punishment is not a part of assertive discipline.
Suggested classroom procedures
Scanning: While working with a group of students, the teacher
periodically looks up and over the remaining students in the
classroom and gives praise statements to those who are actively
working.
Circulating the classroom: Dont stay seated behind your desk
directs the assertive discipline. Get on your feet and move
around the classroom.
http://www.metu.edu.tr/~e133376/project/Assertive
%20Discipline.htm

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

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