Assertive Discipline: Lee Canter

Assertive Discipline: Lee Canter

1. Assertive?

   • punishing unacceptable behaviours
   • providing reinforcement for acceptable behaviours
   • teachers' rights are met
   • let students know what they mean what they say and say what they mean
     • identify wants and needs
     • verbalize
     • persist
     • firm tone of voice
     • eye contact
     • reinforce

2. Canter's steps

   • Step 1: Create positive student-teacher relationship
     • based on mutual trust & respect
     • teachers model trust and respect
   • Step 2: Establish rules or expectations
     • based on teachers' needs
     • only 5 or 6
     • model, explain, practice
     • procedure done calmly, consistently, matter-of-factly
   • Step 3: Track misbehaviour
     • predetermined plan
       • 1st instance: warning
       • 2nd instance: let out for recess 5 min late
       • 3rd instance: lose one recess
       • 4th instance: lose 2 recesses and parents called
       • 5th instance: lose recess for a week, parents called, referred to principal
     • proper assertive language
       • hints ("Everyone should be working.")
       • question ("Would you please get to work?")
       • I-message ("I want you to open your books and get to work.")
       • demand ("Get to work now!")
     • increase effectiveness of compliance
       • firm tone of voice
       • eye contact
       • hand gestures
       • using childrens' name
       • broken record technique, limit to 3 repetiitons
   • Step 4: Use punishments to enforce limits
     • time out
     • withdrawing privileges
     • detention
     • sent to principal's office
     • parents called
     • sent to another class
     • tape recording
     • negative consequences = punishments
   • Step 5: Implement a system of positive consequences
     • catching children being good
     • immediately after appropriate behaviour
     • suggestions
       • positive nodes
       • awards
       • special privileges
       • material rewards
       • group rewards
   • Step 6: Establish strong parent support
     • contact parents before school year
       • general classroom expectation
     • after school starts
       • detailed written explanation of classroom rules and consequences
     • periodic phone calls
     • parent-teacher conferences

3. Problems with punishments/negative consequences

   • ineffective in changing behaviour, increase misbehaviour
   • does not teach appropriate behaviour
   • engage in avoidance behaviour e.g. lying, cheating, skipping class
   • inhibit socially desirable behaviour such as spontaneity, cooperation
   • students punished value learning less, less successful
   • negative attitudes towards school

4. Strengths/Weaknesses

   • Strengths
     • simple to use
     • personal desires of teacher enforced
     • involves parents and school administrators
   • Weaknesses
     • putting names on board, entice misbehaviour
     • students angered by warning
     • students embarrassed
     • fails to promote self-direction in students
     • fails to deal with underlying causes of discipline such as divorce, poverty
     • advocates suspension
     • in actual practice, positive reinforcements may be excluded
     • stimulates rebellion and promotes the very behaviour it is designed to eliminate