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    17 views19 pages

    Canter Chapter

    Uploaded by

    daniela
    hjk

    Copyright:

    © All Rights Reserved
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    EIGHTH EDITION Building Classroom Discipline C. M. Charles Emeritus, San Diego State University Collaboration by Gail W. Senter California State University San Marcos Joos Boston NewYork San Francisco Mexico City Montreal Toronto London Madrid Munich Paris Hoong Kong Singapore Tokyo Cape Town Sydney Cea og ee MODEL cuannea Lee and Marlene Canter’s Assertive Discipline Focus 18 Maintaining a caln, productive classroom environment. 12 Meeting students’ needs for learning and ensuring tended to 1& Helping the teacher remain calmly and nonstressfully in charge of the dasstoom, their rights are at Logic ‘a Teachers have the right to teach in a professional manner without lsruption, 1 Students have the right to learn ina safe, calm environment with full support 2 These rights are best met by in-charge teachers who do not violate students best interests 2 Trust, respect, and perseverance enable teachers to earn student cooperation. Contributions ‘2 Aclassroom control strategy that places teachers humanely in charge in the classroom. 1» Asystem that allows teachers to apply positive support and corrective actions calmly and fairly 1» Techniques for teaching students how to behave and for dealing with dificult students, Canters’ Suggestions 1= Maintain a leadership role in the class but notin a hostile or authoritarian 1m Teach students how to behave acceptably in the classroom, 1m Understand students’ personal needs and show your wilingness to help. Continually strive to build trust between yourself and your students. 37 38 About Lee and Marlene Canter CHAPTER 3. Leeand Marlene Canter's Assertive Discipline Lee Canter is founder of Canter & Associates, an organization that provides training in dassroom discipline and publishes related ma- terials for educators and parents. Marlene Canter collaborates in the work. For many years the Canters have been refining their sys tem of discipline, which they call Asertive Disciptne, to help teach- cers interact with students in a calm, helpful, and consistent manne ‘The overall goal of their program is to help teachers establish class- rooms where students may lear and teachers may teach effectively. “Through workshops, graduate courses, and a variety of published materials, the Canters have brought Assertive Discipline to aver one ‘and a half million teachers and administrators worldwide. In addi- tion to offering books, tapes, and training programs in discipline, the Canters produce materials and offer graduate-level courses on topics such as motivation, instructional strategies, homework, deal- ing with severe behavior problems, and activities for positive re forcement. Forlists of their publications and more information on ‘Assertive Discipline, contact the Canter & Associates website at ‘www.canternet Te Cante The Canters’ Contributions to Discipline ‘The Canters have made several major contributions to classroom discipline. They popu Jarized the concept of rights inthe classroom—the righis of students to have teachers help ‘them learn ina calm, safe environment and the rights of teachers to teach without disrup- tion. They explained that students need and want limits that assist their proper conduct and that itis the teacher's responsibilty to set and enforce those limits, The Canters were the first insist that teachers have aright to backing from administrators and coopera- tion from parents in helping students behave acceptably and were also the first to provide teachers with a workable procedure for correcting misbehavior efficiently through asys- tem of easily administered corrective actions, Over the yeas, the Canters have continually modified their popular approach to ensure that it remains effective as social realities change. Earlier they focused mainly on teachers being strong leaders in the classroom, ‘whereas now they place more emphasis on building trusting, helpful zelationships with students, providing positive recognition and suppor, and takinga proactive approach to dealing with problems of behavior. i: The Canters’ Central Focus ‘The Canters’ model focuses on establishing a classroom climate jn which needs are met, behavior is managed humanely, and learning occurs as intended. This climate is accom- plished by attending closely to student needs, formalizing effective class rules of behavior, ‘The Canters! Principal Teachings 39. teaching students how to behave propery, regularly giving students positive avert taking helpfully with students who misbehave, and establishing a sense of mutual uit i sand repect The Canters explain how to take a proactive approach to working efecively with students | The Canters’ Principal Teachings evs sudenes Rave clear rights and meds that must be metif he are 1 be taught fective These student rights and needs include a caring teacher who persistently works to foster thebest interests of students. \) © Teachers have rights and needs n the classroom aswell ‘Teachers’ rights include teaching in a lasstoom thats fee from distuption with support from patents and administrators as they work to help staden's ©The most fective wachers are tase who rman in conto ofthe cas while alas remembering | ‘hat their main dey is to help students learn and behave responsibly. “Teachers must continually model through their own behavior the Kind of trust and respect | forstudents that they want students to show toward others ©. good discipline plan, based om tas and respect, is necessary for helping students iit their ‘counterpraductive behavior. Such a discipline plan contains rules and corective actions, and the plan must be Fully un- ‘derstood and supported by students and parents (© Teachers should practice positive repetitions. i Positive repetition involve repeating directions as positive statements students who | Complying with clas rules for example, “Pred remembered to raise is hand, Good jo,” Ha oor “The equipments all back neatly in place. Good going.” © Students should enjoy positive support when they behave acceptably: Positive support is provided through kind words or facial expressions that teachers offer { ran rardents comply with class expectations, The Canters consider positive acknow edgment to be very powerful Wl © Teas tacers mus: nt ony model proper las behavior be often mast drei tach it 8 wel itis not enough for teachers simply 1o et limits and apply coreective actions, They must I help students understand and practice behavior that leads to suceessin school fe Teachers can sucesflly teach the majority of students typically thought of as dificult ro manage hi “They can accomplish this by reaching outto those students learning about their needs In- \ teracting with them personally, and showing a constant willingness to help. 2a fe Teachers are most effective when they ws a proactive rather than areactive approach to discipline ‘Reactive means you wait until students misbehave and then try to decide what to do to get i aaae pack on course. Proactive means you anticipate misbehavior and plan in advance how you will deal with it ina positive manner. 40 CHAPTER 3. Lecand Marlene Canter’ Assertive Discipline gp alc etna copier Aceartive Diseplina In 1976, the Canters st forth the basic premises and practices of Assertive Discipline, which almost overnight brought relief to teachers everywhere who were beleaguered by class room misbehavior. They have progressively modified their approach over time. Theit main assertions follow. Needs and Rights in the Classroom Canter and Canter (2001) explain that students have a need for and the right to a warm, supportive classroom environment in which io learn, where teachers do all they can 10 help students be successful. Teachers have needs and rights in the classroom as well, which include the need and right to teach ina professional manner without disruptions and with support from administrators, Types of Teachers and Their Effects on Students ‘The Canters describe three types of teachers, differentiated on the basis of how they relate to students, They call the three types hostile teachers, nonassertve teachers, and assertive teachers Hostile teachers appear to view students as adversaries. They seem to feel ifthey are to maintain orderand tach propery, they must keep the upper hand. They attempt 10 do so by laying down the la, accepting no nonsense, and using commands and stern facial ‘expressions. They sometimes give needlessly strong admonishments such as: "Sit down, shut up, and listen!” Such messages suggest a dislike for students and cause students to feel they are being treated unjustly. Nonassertve teachers take an overly passive approach to students. They fail to help the class formulate reasonable expectations or ace inconsistent in dealing with students, allowing certain behaviors one day while strongly disapproving them the next. They often ‘make statements such a, “For heaven's sake, please uy to behave like ladies and gentle men,” or "How many times do Ihave to tell you no taking?” They come accoss as wishy- washy, and after a time students stop taking them seriously, Yet, when those teachers become overly frustrated, they sometimes come down very hard on students. This incon- sistency leaves students confused about expectations and enforcement Assertive teachers clearly, confidently, and consistently model and express class ex- pectations. They work hard to build trust with the lass. When necessary, they teach st dents how to behave so they can better learn and relate to others, and they implement a discipline plan that encourages student cooperation. Such teachers help students under stand which behaviors promote success and which lead to failure. Assertive teachers are not harsh taskmasters. They recognize studens’ needs for consistent limits on behavior but ar the same time are ever mindful of students’ needs for warmth and encouragement. Because they know that sudents may require direct instruction in how to behave accept ably in the classroom, they might be heard to say, ‘Our rule is no talking without raising yout hand, Please raise your hand and wait for me to call on you.” Analysis of the Canters' Assertive Discipline 41 ach of the response styles produces certain effects on teachers and students. The hostile esponse style takes aay most ofthe pleasure that teachers and studenis might ant ae enjoy in class is harshness curtail the development of trusting relationships sd can produce negative student atitudes toward teachers and school The nonasserts response style leads to student feelings of insecurity and frustration, Nonasseni teach crevamnot get their needs met in the classtoom, which produces high levels of sess for Sescartate teachers frequently become hostile coward chronically misbehaving students. eae ein tam feel manipulated and many fee! litle respect for thet teachers, The as gertive cesponse style provides several benefits that the other styles do not, Asset teachers crete a classroom atmosphere that allows both teacher and stucents 19 meet ‘Tujraeds They invite student collaboration and help students practice aceptable be uvion Students learn they can count on thei teacher to provide clear expectations, con. Maney, and an atmosphere of warmth and suppor. All this engenders a feeling of fomfort for everyone and allows teaching and learning to flourish Striking a Balance between Structure and Caring the Canter point out that ifyou want student 1 choose appropriate behavior and o> cnerate with you, they need to know that you are concerned about them personally-~ spur thei personal ives and their sucess in school. The Canters encourage teachers 19 aoe tithe way | perceive the student andthe way Lact toward him or her that il Pot 33 he position to make some major changes and help the student succeed in shoo!” (2001, p20) Atthesame time, students need structure and clearly define mis on be coro Teachers should strive to develop a classroom climate that is safe, peaceful calm, aay predictable, suffused with personal concer fr students. Sustaining such a

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