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The Canters

Assertive discipline, 1976

Higher level of control

Dr. Canter generated idea for assertive discipline after conducting study of teachers who had good class management skills

Purpose is not to punish misbehavior, but prevent it from occurring

Assertive Discipline

approach to help teachers take charge in the classroom by interacting with a calm, insistent, and consistent manner

students rights: learning in a calm, orderly classroom

teacher rights: teaching without interuptions

3 contrasting teaching styles

hostile teachers: "sit down, shut up, and listen"

assertive teachers: clearly, confidently, consistently model and express class expectations

nonassertive teachers: overly passive to students, inconsistent in dealing with behaviors

the purpose is not to punish the misbehavior, but to prevent it from happening.

establish rules

establish consequences for breaking those rules

be consistent

applied fairly to all students

appropriate for the teachers needs and in the best interest of the student

3 step cycle of behavior management

teach the behaviors

after the behaviors are taught, positive repetition for reinforcement

if a student still behaves after being taught the behavior, the teacher may then use negative consequences

built on choice

discipline hierarchy

first infraction: warning

second: ten minute time out

third: fifteen minute time out

fourth: parents are called

fifth: principal's office

guidelines to teach students how to behave

build positive, trusting relationships with students

teach appropriate classroom behavior

treats everyone fairly, but not necessarily equally

set rules or expectations

rules state exactly how students are to behavior. observable rather than vague

remind students of expectations

Rewards

personal attention from teacher; special awards & privileges, material rewards, home rewards, group rewards

Teaching the discipline plan

explain why rules are needed

teach the specific rules

check for understanding

explain how you will reward the students for following rules

explain the consequences for breaking the rules

teach the corrective actions and how they are applied

check for understanding again

working with difficult students: "we do not have the luxury of deciding which kids are worthwhile and which are not" -Allen Mendler

feel compassion or concern even when we find them "personally unacceptable"

see challenging students as having something to teach you

stay optimistic and be persistent

build on strengths instead of trying to fix deficits

value your relationships with students as an important tool in helping them achieve "standards"

3 areas to connect: personal, academic, and social

Personal strategies for relationship building

intro/icebreaker - learn personal info

smile

greet students at the door

ask an opinion from a student who rarely participates

send home birthday cards

keep pictures of your family and friends posted

notes of appreciation (2" X 10")

4 H's (handshake, high five, how are you, hello)

thank you note

notice absence - predictable rules and routines

be protective

Academic strategies for relationship building

take photos of students as they work on projects and post in the room

congratulate 5 students each class on something they achieved

ask nonparticipating students open-ended questions

offer adequate wait time

Social Strategies for relationship building: one-to-one problem solving

meet privately with the student

show empathy and concern

focus on helping with the student

state your expectations

listen to the student and show that you respect them