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Assertive Discipline.

What is Assertive
Assertive Discipline is a direct and positive

approach to discipline that makes it possible
for the teacher to teach and the students to

Canter’s Assertive Discipline Model Developed in the 1970’s Lee and Marlene Canter’s model focuses on punishing unacceptable behaviours and providing positive reinforcement of acceptable behaviours. .

.  Teachers should be assertive rather than non-assertive or hostile.Principles of Canter’s Assertive Discipline  Both teachers and students have rights in the classroom.  Teachers must apply rules and enforce consequences consistently without bias or discrimination.  Teachers should use a discipline hierarchy.  While giving rewards and punishments. teachers must work towards creating an optimal learning environment.

Response Styles .

assertive response style .Non.

Hostile response style .

Assertive response style NEED PIC HERE FOR ASSERTIVE RESPONSE .

Assertive 3. Hostile .Scenario 1 Was the teacher’s response style… 1. Non assertive 2.

Non assertive 2. Hostile .Scenario 2 Was the teacher’s response style… 1. Assertive 3.

Non assertive 2.Scenario 3 Was the teachers response style… 1. Assertive 3. Hostile 0 of 30 .

Getting the assertive discipline approach up and running in the classroom .

Implementation steps: Establish positive relationships in the classroom. Teach the discipline plan to the students. Develop a discipline plan to use in the classroom. .

Use positive recognition to motivate students. . Ask for support beyond the classroom.Implementing (cont’d) Continually reinforce expectations and consequences by monitoring.


Listen Carefully 2.Respect school and personal property 6.Katherine’s Rules Class Rules 1.Work and play safe .Respect others (be kind with words and actions) 5.Work Quietly (do not disturb others) 4.Follow Directions 3.

5 minutes out of recess 4.Contact parents 5.Send to Counsellor .Send to principal 6.Katherine’s Discipline Plan Discipline Plan 1.Time out 3.Warning 2.

Katherine’s Reward System Rewards 1.Positive note to parents 4.Trip to surprise bowl .Stickers/Stamps 3.Praise 2.

Additional points to Katherine’s plan Class reward system based on a points system Class procedures during discussions and transition times .

. The mentor teacher was impressed with Katherine’s performance. Students responded well as Katherine kept reminding them of the rules and using positive reinforcement.Outcome Katherine was successful in implementing the plan and earning the respect of the students.


Students respond to positive reinforcement.Positives of Canters Assertive Discipline model Students know where they stand  Negative consequences  Positive consequences Consistent. . There is support available for teachers. Discipline plan protects the rights of the teacher and the students. Teachers needs are met first.

Works for teachers who have varying qualifications.Positives (Cont’d) Gives teachers a greater satisfaction in their role. . Allows you to adapt the use of Assertive Discipline to suit your own personal style. experience and knowledge of subject.

social and moral development of students. Human Nature.students will alter their behaviour in order to receive rewards and avoid punishment. Increases a students’ self esteem through consistent.Facilitation of cognitive. Cognitive Behaviourist discipline models are designed to modify or manipulate student behaviour.appreciate a clear structure to discipline at school. . affective. Affective Weak discipline structures or emotional difficulties at home . meaningful and positive recognition.

Social Peer pressure to conform.Facilitation of cognitive. .reflecting real life. Competition. affective. social and moral development of students. Moral Knowing the rules and consequences makes students accountable.

Criticisms of Canters Assertive Discipline model Implementation Long term investment for short term rewards. .

. I promise I will not contact you every time Amy misbehaves at home if you promise not to contact me every time she misbehaves at school.Criticisms (cont’d) Implementation Requires whole school and parental support. Dear Teacher.

(Kohn. A 2001) .Criticisms (cont’d) Implementation Time consuming.students should earn:  10 points per hour.  For a class of 28 students.  That is 50 points a day. copy and handout certificates/ awards. that equates to 1400 pieces of data to analyse.

Creates competition amongst the students. . Treats symptoms and not causes of bad behaviour.Criticisms (cont’d) Diversity and Inclusion One rule for all.

3. . Feel manipulated and controlled instead of being instilled with values. 2.Criticisms (cont’d) Cognitive development of children and adolescents Lowers creativity and performance (Intrinsic motivation) Students have no input into the rules. therefore they: 1. Don’t transfer the rules to other environments. Don’t learn self discipline. 5. Are not interested in the rules. 4. Don’t understand the reasons behind the rules.

Criticisms (cont’d) Social and Moral Development Teachers expect misbehaviour. . visual and aural humiliation. students behave purely to please the teacher. encourages cheating and lying.

Criticisms (cont’d) Social and Moral Development children learn that it is useless to negotiate because this is reserved for equals. .

Assertive Discipline Questionnaire .

As a teacher do you feel your role is to be the ‘boss’ in the classroom? 1. Unsure . Yes 2. No 3.

do you stay calm when dealing with inappropriate behaviour. Sometimes . Yes 2. 1.When students misbehave. No 3.

Display the rules.In developing and implementing the classroom discipline plan. 3. 0% 0% 0% . Tell the students the rules once and reinforce infrequently. Keep the rules to yourself. hierarchy of consequences and rewards in the classroom. 2. do you 1.

do you 1. 2. Assume students know the rules are similar to last year’s rules. . Tell students the rules failing to establish the importance of the following rules. 3.In communicating rules to your students. Communicate your expectations clearly.

3. Only students have rights in the classroom. 2. Only teachers have rights in the classroom. .As a teacher do you believe that. 1. Both teacher and students have rights in the classroom.

clear assertive manner. 4. 0% 0% 0% . All of the above.In providing disciplinary consequences to students. 1. Consistently provide 0% doconsequences you when students misbehave. Consistently follow through on the promised consequences. Provide the consequences in a calm. 3. 2.

Only praise students who are following the rules? . Praise Students frequently? 2.As a teacher do you think it is important to: 1. Praise students only when you remember? 3.

I continuously give 0% approach: instructions until all students are on task. 2. I tell students what I want only once. 3. 0% 0% . Use the broken record approach but limit myself to 3 repetitions.In providing instructions to my class. I use the following 1.

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