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Lee & Marlene Canter

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by Monica Ehlers on 10 September 2013

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Transcript of Lee & Marlene Canter

The Importance of Choice
Expectations Are Clear
Responsible Behavior
Learn Control Over Their Actions
Lee & Marlene Canter
Background & History
Lee and Marlene met during college while pursuing degrees in social work and education
Marlene taught a disruptive student during her teaching career that caused her and Lee to begin research on disciplinary methods
Lee and Marlene began developing their discipline theory in the early 1970’s
Founded Lee Canter & Associates in 1976

Background, continued
Lee Canter took similar theories from behavioral psychology and effectively applied it to the classroom
Canter provided clear guidelines for how teachers can manage their classrooms
Turned a theory into a practice

Key Points
Choices and expectations are clearly established and proper behavior is modeled by the the teacher.
Students are aware of both negative and positive consequences for their behavior.
“The key to Assertive Discipline is catching students being good—and letting them know that you like it."

The Plan
Decide how you want your students to act.
Tell them (write, if necessary) how you want them to act.
Model how you want them to act.
Double-check their knowledge or engage them in an activity.
Give positive reinforcement to students who are modeling the expected behavior.

Sample Wall Plans
Examples from Lee Canter's book on classroom management
Theory in Practice:
One-time Activity
Example activity: Preparing for a classroom visitor

Teacher clearly provides directions
Teacher provides positive verbal reinforcements (Two positive reinforcements before administering discipline plan.)

Asssertive Discipline
Presenters:
Holland Crook
Sadie Johnson
Michael Snow
Monica Ehlers

The Theory
“Teachers have the right to teach and students have the right to learn.”


A student’s decision to act out should not affect either.
Students will know positive & negative consequences of their behavior.
Students are given clear, consistent choices to help teach them responsible behavior.
How students act is up to them, both inside and outside of the classroom.
Theory in Practice: Daily Activity
After recess, students are expected to engage in Sustained Silent Reading.
Behavior is modeled on the first day.
Silent Reinforcement.

Arguments Against Canter & Canter
A lack of evidence. Only 16 studies in which evidence was collected in a systematic manner, and the results presented, exist.
The research that has been conducted that supports Canter & Canter's theories was "generated primarily by beginning researchers, and no strongly generalizable data have resulted."
Because of this “limited evidence” several scholars doubt the validity of Canter & Canter's claim.
References
Canter, L. (September 1989). More than Names on the Board and Marbles in a Jar. The Phi Delta Kappan, vol.71, no. 1, pp. 57-61. Retrieved from http://www.jstor.org/stable/20404058
Canter, L & Canter, M. (1976). Assertive Discipline: A take charge approach for today’s educator. Santa Monica,CA: Canter and Associates, INC.
Canter, L, & Canter, M. (1979). Assertive Discipline: Competency based guidelines and resource materials. Los Angeles, CA: Lee Canter and Associates.
Render, G.F., Nell, J.E., Padilla, M., & Krank, H.M. (March 1989). What Research Really Shows About Assertive Discipline. Educational Leadership, vol. 46, iss. 6, pp. 72-75. Retrieved from http://web.ebscohost.com.ezproxy1.lib.asu.edu/ehost/pdfviewer/pdfviewer?sid=e7203d8f-383a-442c-803e-f2de586bf766%40sessionmgr4&vid=2&hid=22
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