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Lee & Marlene Canter

Presentation of theorists of classroom management
by

Monica Gibbs

on 15 October 2012

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Transcript of Lee & Marlene Canter

Assertive Discipline Lee & Marlene Canter John Locke was a 17th century English philosopher. He stressed the importance of rewards, punishments and imitation
(social learning), and is thus a forerunner of 20th-century behaviorism. B. F. Skinner was a psychologist, philosopher and behaviorist. He believed, like other behaviorists, that behavior could be shaped by "carefully constructing certain 'contingencies of reinforcement' ". He thought that behavior could be changed quickly and maintained for long periods of time through this. According to Tauber, "The Canters emphasize teachers rights in meeting their professional needs over the importance of students meeting their needs". Send a letter home to parents before school begins

Send letter home to each student before school begins

Visit home of each student before school begins (check to be sure this is appropriate) Summary/Description: Husband and wife team with backgrounds in social work and special education.

Founded Canter& Associates, Inc. in 1976

Wrote more than 40 books & produced 10 video training programs for educators & parents The Canters believed that teachers have the right to teach, and students have the right to learn and reflects a highly authoritative nature in the classroom. The Canters believe in a "Take Charge" attitude by being firm and consistent when delivering consequences.

However, they also highly believe in positive reinforcement and recognition. Assertive discipline involves the following key concepts: rewards and punishments, the discipline hierarchy, and administering appropriate consequences (age-wise and cultural). "Take-Aways": Take-Away #1 Organized on hierarchy of severity of teacher-supplied consequences to match degrees of student behavior -- both unacceptable and acceptable. There is a clear "if" "then" cause-and-effect relationship that exists between the rules and desired outcomes Approved by administration and communicated to both parents and students before school began. Take-Away #2 Names on Board/Clipboard As a student misbehaves, discretely write a check beside his/her name on a pre-made sheet on the clipboard.

Reduces disruption of instructional time and potential student humiliation. Take-Away #3 Reinforcing Positive Behavior Reward System in place for good behavior

Marbles in a jar example

Teacher must identify what each student values as a reward

Teacher must decide on schedule for distributing rewards (ex. of rewards: Bonus points, Homework Pass, class game day) Extension Presentation: Connections: Review: Like Emphasis on giving students the choice to correct behavior or accept the consequences of continued misbehavior. Like Teacher is the clear leader of the classroom. Like Structured system of rules/consequences & everyone knows what to expect Like Can promote positive competition in classroom. Dislike Requires constant documentation of student behavior positive & negative Dislike "Name on the board" technique could cause public humiliation/ consequences have potential to offend students of some cultures. Dislike Not true democracy, give/ take, balance of power. Dislike Reward system is not learning for learning's sake. Likes and Dislikes Food for Thought: Should classrooms be a democracy?

Should students have a say-so in the rules and
routines of the classroom? Behaviorism "According to the behavioral view, an understanding of student motivation begins with careful analysis of the incentives and rewards present in the classroom. A reward is an attractive object or event supplied as a consequence of a particular behavior. An incentive is an object or event that encourages or discourages behavior."

— Woolfolk, 2010, p. 378 John Locke to B. F. Skinner B. F. Skinner John Locke http://www.csulb.edu/~kmacd/361history.html Clear Discipline Plan (Tauber pg. 103) (Tauber pg. 104) http://plato.stanford.edu/entries/behaviorism/ Wong's Preschool invitation or visit Establishes early communication, expectations, procedures etc. Wong pg. 101 Skinner and educator Harry Wong also stress the importance of stating rules and expectations clearly to establish control upon day one, a major feature of Assertive Discipline. The effective teacher assigns students to their seats on the first day of school. You will have a much more effective class, most of the time. Wong pg. 101 Another way to assert control is through assigning seats. Modified from writing names on a chalkboard. The Canters believe there are three type of responses in teachers: Assertive 
Protects the rights of both the teacher and the students.
Make their expectations known to students in calm businesslike manner continually insist that students comply with expectations.
Back up your words with actions for positive and negative consequences Hostile 
Aversive techniques sarcasm and threats
Views classroom as me against them
Feels like must rule with iron fist.
Hurt students feelings.
Provokes Nonassertive
Passive, inconsistent, reluctant to impose demands.
Students see that this teacher lacks focus.
Don't know where they are going so can't lead.
No standards exist. References:

B.F. Skinner Foundation. (2011). A brief survey of operant behavior. Retrieved from
http://www.bfskinner.org/bfskinner/SurveyOperantBehavior.html

Canter, L.. (1989). Assertive discipline: more than names on the board and marbles in a jar. The Phi Delta Kappan, 71(1), 57-61

Graham, G. (2010). Behaviorism: The stanford encyclopedia of philosophy.
Retrieved from http://plato.stanford.edu/archives/fall2010/entries/behaviorism/.

Lemov, D. (2010). Teach like a champion. San Francisco, CA: Jossey-Bass.

MacDonald, K.(n.d.). Historical figures in developmental psychology. Retrieved from http://www.csulb.edu/~kmacd/361history.html

Manning, M.L., & Bucher, K.T. (2003). Classroom Management: Models, Applications, and Cases. Upper Saddle River, NJ: Pearson Education

Tauber, R.T. (2007). Classroom management: Sound theory and effective practice (4th ed.). Westport, CT: Praeger

Teacher Matters: Advancing knowldege for teachers. (2012). The Canter Model of Discipline. Retrieved from http://www.teachermatters.com/classroom-discipline/models-of-
discipline/the-canter-model.html

Wong, H., & Wong, r. (2009). The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications, Inc.

Woolfolk, A. (2009). Educational psychology (11th ed.). Upper Saddle River, NJ: Pearson
Education Conclusion: Practical & Appropriate for High School
• Some modifications necessary for high school level
• Keeping track of names privately rather than publicly
• Less emphasis on rewards for positive behavior so students develop greater sense of personal responsibility.

The Canter approach can be used to initially get students involved and then progress towards intrinsic motivation, then it could be a valuable approach to classroom management. Positive Reinforcement 3-step cycle of behavior management to establish positive discipline system — Canter pg. 59 1. Whenever teachers want students to follow certain directions, they must teach the specific behaviors.

State the directions
Model the behavior
Ask students to restate the directions 2. Use positive repetition

Focus attention on students who are following directions not those who are misbehaving. 3. If students still misbehaving, use negative consequences in Assertive Discipline plan Operant behavior- behavior is affected by its consequences (positive & negative) http://www.bfskinner.org/bfskinner/SurveyOperantBehavior.html
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