Record on the know-o-meter

how much you know about

Assertive Discipline.
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What is Assertive
Discipline?
Assertive Discipline is a direct and positive

approach to discipline that makes it possible

for the teacher to teach and the students to
learn.

Canters Assertive
Discipline Model
Developed in the 1970s Lee and
Marlene Canters model focuses
on punishing unacceptable
behaviours and providing positive
reinforcement of acceptable
behaviours.

Principles of Canters
Assertive Discipline
Both teachers and students have rights in the

classroom.
While giving rewards and punishments, teachers
must work towards creating an optimal learning
environment.
Teachers must apply rules and enforce
consequences consistently without bias or
discrimination.
Teachers should use a discipline hierarchy.
Teachers should be assertive rather than
non-assertive or hostile.

Response Styles

Non- assertive response

style

Hostile response style

Assertive response style

NEED PIC HERE FOR ASSERTIVE RESPONSE

Scenario 1
Was the teachers response
style
1. Non assertive
2. Assertive
3. Hostile

Scenario 2
Was the teachers response
style
1. Non assertive
2. Assertive
3. Hostile

Scenario 3
Was the teachers response
style
1. Non assertive
2. Assertive
3. Hostile

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Getting the assertive

discipline approach up and
running in the classroom

Implementation steps:
Establish positive relationships in the classroom.
Develop a discipline plan to use in the classroom.
Teach the discipline plan to the students.

Implementing (contd)
Continually reinforce expectations and

consequences by monitoring.
Use positive recognition to motivate students.
Ask for support beyond the classroom.

Katherines Rules
Class Rules
1.Listen Carefully
2.Follow Directions
3.Work Quietly (do not disturb others)
4.Respect others (be kind with words and actions)
5.Respect school and personal property
6.Work and play safe

Katherines Discipline
Plan
Discipline Plan
1.Warning
2.Time out
3.5 minutes out of recess
4.Contact parents
5.Send to principal
6.Send to Counsellor

Katherines Reward
System

Rewards

1.Praise
2.Stickers/Stamps
3.Positive note to
parents
4.Trip to surprise bowl

Additional points to
Katherines plan
Class reward
system based
on a points
system

Class
procedures
during
discussions
and transition
times

Outcome
Katherine was successful in implementing the plan

and earning the respect of the students.

Students responded well as Katherine kept
reminding them of the rules and using positive
reinforcement.
The mentor teacher was impressed with
Katherines performance.

Positives of Canters
Assertive Discipline model
Students know where they stand
Negative consequences
Positive consequences

Consistent.
Discipline plan protects the rights of the

teacher and the students.

Students respond to positive reinforcement.
Teachers needs are met first.
There is support available for teachers.

Positives (Contd)
Gives teachers a greater

satisfaction in their role.

Works for teachers who
have varying
qualifications, experience
and knowledge of subject.
Allows you to adapt the
use of Assertive Discipline
to suit your own personal
style.

Facilitation of cognitive,
affective, social and moral
development of students.
Cognitive
Behaviourist discipline models are designed to
modify or manipulate student behaviour.
Human Nature- students will alter their behaviour in
order to receive rewards and avoid punishment.
Affective
Weak discipline structures or emotional difficulties at
home - appreciate a clear structure to discipline at
school.
Increases a students self esteem through
consistent, meaningful and positive recognition.

Facilitation of cognitive,
affective, social and moral
development of students.
Social
Peer pressure to conform.
Competition.
Moral
Knowing the rules and
consequences makes students
accountable- reflecting real
life.

Criticisms of Canters
Assertive Discipline model

Implementation
Long term investment for short term rewards.

Criticisms (contd)
Implementation
Requires whole school and parental support.
Dear Teacher,
I promise I will not
contact you every time Amy
misbehaves at home if you
promise not to contact me
every time she misbehaves
at school.

Criticisms (contd)
Implementation
Time consuming- students should earn:
10 points per hour,
That is 50 points a day,
For a class of 28 students, that equates to 1400

pieces of data to analyse, copy and handout

certificates/ awards.
(Kohn, A 2001)

Criticisms (contd)
Diversity and Inclusion
One rule for all.
Treats symptoms and not causes of bad
behaviour.
Creates competition amongst the students.

Criticisms (contd)
Cognitive development of children and
adolescents
Lowers creativity and performance (Intrinsic
motivation)
Students have no input into the rules, therefore
they:
1. Are not interested in the rules.
2. Feel manipulated and controlled instead of being instilled with

values.
3. Dont understand the reasons behind the rules.
4. Dont learn self discipline.
5. Dont transfer the rules to other environments.

Criticisms (contd)
Social and Moral Development
Teachers expect misbehaviour.
visual and aural humiliation.
students behave purely to please

the teacher.
encourages cheating and lying.

Criticisms (contd)
Social and Moral Development
children learn that it is useless to negotiate

because this is reserved for equals.

Assertive Discipline
Questionnaire

As a teacher do you feel your

role is to be the boss in the
classroom?
1. Yes
2. No
3. Unsure

When students misbehave, do you

stay calm when dealing with
inappropriate behaviour.
1. Yes
2. No
3. Sometimes

In developing and
implementing the classroom
discipline plan, do you
1. Tell the students the rules once

and reinforce infrequently.

2. Display the rules, hierarchy of
consequences and rewards in
the classroom.
3. Keep the rules to yourself.

0%
0%

0%

In communicating rules to your

students, do you
1. Assume students

know the rules are

similar to last years
rules.
2. Communicate your
expectations clearly.
3. Tell students the rules
failing to establish the
importance of the
following rules.

As a teacher do you believe

that;
1. Only teachers have

rights in the
classroom.
2. Only students have
rights in the
classroom.
3. Both teacher and
students have
rights in the
classroom.

In providing disciplinary
consequences to students,
1. Consistently provide
0%
doconsequences
you
when students
misbehave.
2. Consistently follow through on
the promised consequences.
3. Provide the consequences in a
calm, clear assertive manner.
4. All of the above.

0%
0%
0%

As a teacher do you think it is

important to:
1. Praise Students

frequently?
2. Praise students
only when you
remember?
3. Only praise
students who are
following the
rules?

In providing instructions to
my class, I use the following
1. I continuously give
0%
approach:
instructions until all students
are on task.
2. I tell students what I want
only once.
3. Use the broken record
approach but limit myself to
3 repetitions.

0%
0%

Conclusion

For more information

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