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Assertive Discipline

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Diane Fracassi

on 26 September 2012

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Transcript of Assertive Discipline

Chanette, Cheryl, and Shannon Assertive Discipline Lee and Marlene Canter

Guidance specialist and special education teacher
Provide workshops for teachers that believe assertive discipline is a successful strategy
Based on Freudian beliefs that teachers should be firm and set in their disciplinary actions
Meets the teacher's own classroom goals and needs rather than "wishy-washy ways" to satisfy students' needs that lead to further disciplinary problems Introduction Beliefs Prevention Prevention/Support Conclusion/Bringing it all Together Get Parents involved Positive consequences to reward acceptable behavior
Personal attention from teacher, ex. invite students to lunch
Special privileges, awards, and rewards
Positive notes or phone calls to parents Supports The establishment of firm rules
Students try to achieve rewards or avoid punishment
If students find punishment rewarding, more severe punishments should be applied "Assertive discipline is a reactive method with a less defined prevention component" Parent teacher conferences
Simple communication postcard "Parents should be told why involvement is important and why their input is valued." Teachers have rights that include:
Communicating their wants and needs to establish classroom rules
Not only encourage but insist on good behavior
Get disciplinary assistance from parents and administration Lessons on Being an Assertive Teacher Realize wants and needs and communicate them in a straightforward and persistent manner
Use a firm tone of voice, maintaing eye contact
Reinforce with appropriate nonverbal gestures Teaching Styles Responses to Misbehavior Nonassertive Teacher - No clear rules or discipline for students that often leads to empty threats from the teacher
Hostile Teacher - Generally abusive teachers that make derogatory and perhaps threatening remarks
Assertive Teacher - Willing to support clearly stated rules with firm discipline thus demanding compliance from students. Limits are established and enforced. Weaknesses Pros and Cons Strengths Parents and administrators get involved
Teacher's desires are met
Easy to use
Reinforces positive behavior Repeated punishment could anger or embarrass students and cause rebellion
Does not deal with underlying cause of bad behavior
May promote bad behavior from attention-seekers
Supports suspension from school
Rewards for good behavior may not be balanced with punishment for bad behavior. Although there are similarities to behavior modification, assertive discipline is geared toward the needs of the teacher rather than those of the student. A successful, assertive teacher establishes clearly-defined rules and limitations and follows through on consequences for poor behavior and rewards for positive behavior. Students do not have the capability to be self-directed individuals and must have clearly-defined limtations. Canter Belief Teachers must model trust and respect
Teachers must get to know their students on an individual basis
Teachers must apply assertive discipline fairly
Teachers must engage students in learning through classroom involvement Rules should be based on the needs of the teacher
Rules should not place unnecessary demands on students
Communicate rules and consequences clearly and effectively
Some feel tracking names on board with checkmarks is essential; Canter does not Students' misbehaviors must be tracked so they are aware they are being monitored
Negative consequences must adhere to the predetermined plan
Use hints, questions, and I-messages before demands
Firm tone and consistent eye contact
Address student by name Important to follow through on demands
Clear distinction between disruptive and non-disruptive behaviors
Possible disciplines --
Time out (isolation)
Withdrawing a privilege
Referral to principal's office
Involve parents in discipline
Send student to another class
Tape recording Positive reinforcement encourages repeat good behavior
Creates a positive classroom environment
Does not propose systematic approach but rather "Catching children being good"
Rewards for acceptable behavior --
Personal attention by the teacher
Positive notes or telephone calls to parents
Awards Contact parents before the school year to express expectations and gain support
Once school begins, written explanation of program should be sent home
Actively engage parents to make them partners in student's success
Continued contact throughout school year including
parent-teacher conferences
recognizing achievements
offering assistance Step 1
Create Positive Student/Teacher Relationship Step 2
Establish Rules or Expectations Step 3
Track Misbehavior Step 4
Use Negative Consequences to Enforce Limits Step 5
Implement a System of Positive Consequences Special privileges
Material rewards
Home rewards
Group rewards Step 6
Establish Strong
Parent Support Questions?
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