Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
Canter's Assertive Discipline
Transcript of Canter's Assertive Discipline
What is Assertive Discipline?
Advantages to AD
Foundations of Assertive Discipline
This model can be translated into practical application.
It is effective.
Gives clear boundaries.
Teachers are able to be effective without being harsh or demeaning.
Thousands of teachers have attested to its effectiveness in the classroom.
Works well for all grade levels.
Students respond well to the rewards and consequences.
Bachelor’s degree in history from California State University, Northridge.
Master’s degree in social work from the University of Southern California.
Clinical social worker and educator
Specializes in behavioral disorders
Developed support programs to help educators teach and parents raise responsible children.
Has written over 40 books on such topics
Advanced training in special education
Served as the LA Board of Education (2001, 2005)
Began and served on many committees serving the community (Children’s Partnership, Pediatrics AIDS foundation, Charters and Innovation Committee)
Co–founded Canter and Associates (now Laureate Education, Inc.)
By: Veronica Brocato and Shaina McSweeney
Accept the role of giver of rewards and punishments, in an unbiased manner.
Willing to work towards positive interactions with students.
Assertive Discipline in a Contemporary Classroom Essentials
Teachers must be fair and consistent in their actions
Respect for diversity
A safe environment
Refrain from labeling students as “good” or “bad”
Charles, C., & Barr, K. (1989). Building classroom discipline (3rd ed.). New York: Longman.
Manning, M., & Bucher, K. (2003). Exploring the Theories of Assertive Discipline. In Classroom management: Models, applications, and cases. Upper Saddle River, N.J.: Merrill.
Van Tassell, G. (1999, January 1). Classroom Management. Retrieved September 27, 2014.
Students must be forced to comply with rules.
Students cannot be expected to determine appropriate classroom rules and follow them.
Punishment will cause student to avoid bad behavior and engage in good behavior.
Good behavior can also be encouraged by positive reinforcement.
For proper classroom management, parents and school administrators must help to enforce rules.
It is a classroom management model that highlights consistency, rewards and consequences, and positive relationship building
Also called the “take control” approach.
Considered the “gold standard” in the field.
Psychological foundation in B.F. Skinner’s Behavioral Modification
Rewards for positive behavior (positive reinforcement)
Punishment for negative behavior (negative consequence)
Canters classified teacher’s style of management into three categories
Fails to establish clear standards
Fails to follow through with discipline of inappropriate action
Example: “I’ve asked you repeatedly to stop talking, and you continue to do it. Please stop.”
Shouts, uses threats, and sarcasm.
May have immediate results, but potential for emotional harm.
Example:“Put that comic book away or you’ll wish you had.”
Clear and specific limits
Broken-record response technique (repeating the requests three times before implementation of consequence)
A Discipline Hierarchy is Suggested
Informs students of consequences and the order in which they will be applied.
1. repeat the rule give a warning,
2. Repeat the rule, “You have chosen a five minute time out.”
3. Repeat the rule, “You have chosen to have your parents notified of your conduct today.”
4. Repeat rule, “You have chosen a visit to the principals office.”
Follow this hierarchy of discipline unless severe or immediate threat from a student is visible.
Consequences and rewards should be appropriate for grade level.
Disadvantages to AD
Not all teachers feel comfortable using this style.
The Discipline Hierarchy may become difficult to use or keep track of steps if several different students are acting out.
Some teachers have questioned whether or not it teaches discipline or imposes it.
Using behavior modification emphasizes management of conduct and devalues self-discipline.
Ultimately teachers must choose a style that works for them and falls in line with their philosophical belief system.
Classroom Application: Role Playing Activity
Student Diversity and Assertive Disciplines
Make allowance for cultural differences (Example: Eye contact)
Recognizes and removes roadblocks such as negative expectations based on diversity
Psychological Needs of the Student
The needs and maturity level of the student should be taken into account when determining appropriate behavior, rewards, and consequences.
Incorporate school's mission or vision statement into the classroom