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Assertive Discipline

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Nichole Dawn

on 10 February 2013

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Transcript of Assertive Discipline

Canter's Assertive Discipline By: Brittany & Nichole Lee and Marlene Compliance Systematic teacher-in-charge Critics and Potential Weaknesses of the Model Alfie Kohn and John Covalskie Curwin & Mendler Argued public praise of students in the classroom is a fraudulent and manipulative interaction. Kohn rejects Canter's use of punishment, rewards, and teacher imposed rules. Covalskie argued children should obey rules because it's the right thing to do, not because they're being rewarded. Argued Canter's model essentially tells students "BEHAVE OR ELSE!" Argued it was a well marketed behavioral modification program, but did little to promote critical thinking. Parental Opposition Parent's argued students are singled out as being "bad" in front of their peers are humiliated by having their names written on the board. Parents objected to rewarding students for good behavior with "unhealthy" rewards (e.g., stickers, candies, and class parties). Critics point out that Canter's discipline policy disenfranchises minority groups and students with learning disabilities. Criticized for being unnecessarily harsh and too focused on suppressing unwanted behavior rather then on helping students learn to control their behavior Democratic Cooperative More and It fails to deal with the underlying causes of discipline problems, such as emotional illness, divorce, poverty, racism, and so forth.

Although Canter recommends using positive reinforcement while emphasizing negative consequences, in actual practice, positive reinforcement may be excluded.
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