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Transcript of Assertive Discipline
Wanted to find new discipline technique
Researched and observed various classrooms
Teachers with effective classroom management have assertive characteristics
Assertive discipline model has been modified since its invention in the 1970's Professional Background of Educators Lee and Marlene Canter
Husband and wife team
Met in college in the 1960's
Both pursued Bachelor's and Master's degrees in Social Work and Special Education
Today, both are renowned educators, authors, and speakers
Appeared on Oprah, Today Show, and Good Morning America The Invention of Assertive Discipline What is Assertive Discipline? Most widely used disciplinary model
Form of discipline focused on assertive actions of the teacher
Assists teacher in managing a classroom
Focuses on catching students "being good"
Easy to use and simple to follow Steps to an Assertive Discipline Classroom Create system of rules and consequences
Expect all students to follow rules
Build trusting relationships with students
Include positive reinforcements and rewards
Use assertive response styles Rules and Consequences Set up 4-5 classroom rules
Ensure all students are aware of rules
Make students aware of consequences for choosing to break rules
Set up discipline hierarchy Sit for 5
free time Severity Clause:
Sent to Principal Sit for 10
during free time Stuent chooses to break rule and exhibit bad behavior Sit for 15 minutes during free time and note home 1st Warning/
Reminder Example of Discipline Heirarchy Positive Reinforcement and Rewards Reinforcements should be sincere and appropriate
Should focus on the individual, not the whole group
Should be rewarded with praise during class
Can also take form of incentives
Examples: homework passes or positive notes home Teacher Response Styles Non-assertive teachers
Assertive Teachers Activities do not establish clear rules/standards
give into students
not firm threating and sometimes sarcastic
treat students in business-like manner
hurt student's feelings
shout and rule with "iron fist" make expectations clearly known
prevent bad behavior from occurring
use "broken record" model
consequences for bad behavior is choice of student INTASC Basics INTASC Standard 1 Stands for "Interstate Teacher and Support Consortium"
Developed in 1987
Since revised in 1992
Committed to preparing, licensing, and supporting professional development of teachers
Compromised of 10 standards "Learner Development" Teacher understands how learners grow and develop
Learning patterns differ individually
Provide variety of teaching skills to students
Support students through collaboration Identify the following teacher responses as being that of
or a teacher.
1. “Mary, I like the way you raised your hand before speaking.”
2. “Joe, please start putting your art project away now. You know, it’s been five minutes since I asked you to clean up.”
3. “I give up. If you all don’t want to learn, it’s your problem, not mine.”
4. “Ivan, stop hitting right now. You will keep your hands to yourself or you will go to the principal’s office.”
5. “I wish you’d quit acting like a baby and start acting your age.”
6. “I want you to stop talking and get back to work on your math problems.”
7. “OK. We can go outside instead of having our math quiz today. It is a lovely day, isn’t it?”
8. “I can’t believe it. You finally turned in a paper that doesn’t look like it was written by a two-year old.”
9. “Great work, Simon. You only made one mistake. I’m so proud of you.”
10. “Thank you for being so attentive today. I know we accomplished a great deal.”
Using the “Broken Record” technique, involving insistent repetition of what you are saying, is especially effective when students seek to interrupt a teacher,
trying to get that teacher off the original subject or thought.
Teacher: “Alex, we do not fight in this room. I will not tolerate fighting. You must not fight again.”
Student: “It’s not my fault. Pete started it. He hit me first.”
Teacher: “I understand that might be the case. I didn’t see it. However, you will not fight in my class.”
Student: “Well, Pete started it.”
Teacher: “That may be. I’ll be watching, but you must not fight in this class. If you continue, you will be choosing to be sent to the principal’s office.”
The “Broken Record” technique (in this case the repetition that ‘we do not fight in this class’) is maintained with firm, forceful, but kindly insistence. The Canters do, however, give us these reminders concerning its use:
Use it only when student refuse to listen, persist in responding inappropriately, or refuse to take responsibility for their own behavior.
Start off your repetitions with phrases like “that’s not the point” or “I understand, but”.
Use it a maximum of three times. After the third time, you should follow through with an appropriate consequence.
Using the Broken Record Technique,
write out 2 dialogues between the two of you,
each taking a turn being the teacher and the student.
In 5 minutes, we’ll share some of these dialogues. The "Broken Record" Technique Here is an example: Break into pairs! ASSERTIVE HOSTILE NON-ASSERTIVE Works Cited Andrius, John. "The Canter Model of Disicpline." TeacherMatters Advancing Knowledge for Teachers. Teacher Matters, 2012. Web. 20 Sept. 2012. <http://www.teachermatters.com/>.
"Assertive Discipline a Systematic Approach." Canter's Assertive Discipline Model. Ed. Jennifer Kaufenberg. PB Works, June 2012. Web. 20 Sept. 2012. <http://assertivedisciplineclassroommanagement.pbworks.com>.
Canter, Lee, and Marlene Canter. Assertive Discipline: Ositive Behavior Management for Today's Classroom. Santa Monica, CA.: Lee Canter and Associates, 1992. Print.
McIntyre, Tom. "Assertive Discipline." Assertive Discipline | Child Discipline in the Classroom. Behavior Advisor, 2012. Web. 21 Sept. 2012. <http://www.behavioradvisor.com/Assertive Discipline.html>.
Wolfgang, Charles H. "Assertive Discipline." Solving Discipline and Classroom Management: Methods and Models for Today's Teachers. New York: John Wiley & Sons, 2001. 87-106. Print. Cheryl Myers Elizabeth Thilges Briana Zembruski Lisa Thimons