MANAGING THE LEARNERS OF TODAY THROUGH ASSERTIVE DISCIPLINE

THE LEARNERS OF TODAY and ASSERTIVE DISCIPLINE

Mr. Melchor P. PablicoEduc 105 Instructor

*The Children of TodayHave different learning stylesMature-thinkersSmart and wittyCan hardly focus on class activities due to distractionsother factors like physical, psychological, and emotional problems

The Children of TodayWhat academic specialists and authors sayThe Children of TodayThe learners of today may be equipped with the technological gizmos and gadgets but they are less motivated, they lack concentration and they definitely need help.Leone (2001)Being a teacher is a challenging job especially in todays world. One may find, like many teachers today, that it is increasingly difficult to establish a classroom environment that is free from disruptive behavior.Canter (1992) A teacher cannot concentrate on helping children learn if he/she is using much of his/her time and energy struggling to achieve order or worrying about his/her failure to do so.Usova (1999)In spite of the difficulties that you (teachers) face, you can create and maintain the kind of classroom in which you can effectively teach, and your pupils can learn and grow academically and socially.Canter (1992)1. To present the characteristics of the 21st Century learners in the elementary grades;2. To identify difficult behaviors in the classroom;3. To tackle the identified contributing factors to pupils misbehavior;Objectives:4. To discuss on the effectiveness of the Assertive Discipline Approach in managing the pupils of today; and5. To instill the significance of a well-managed class with pupils who are on-task and are fully motivated.

Objectives:

1. Skilled multi-taskers

2. Highly visual learners

Characteristics of the 21st Century Learners

3. Experiential

4. Very sociable and interactive

5. Have short attention span

Characteristics of the 21st Century Learners

6. Need immediate feedback

7. Very independent learnersCharacteristics of the 21st Century Learners

1. Those who are truly self-motivated 2. Those who go through the motions3. Those who tune us out

The 3 Kinds of Learners (Prensky)

The learners of today are so much engaged

I could have nothing to do and Ill find something in the internet.

Everyday after school, I go home and download music its all I do!

On the Internet, you can play games, you can check your mail, you can talk to your friends, you can buy thingsSome childrens comments:Elementary pupils todayDifficult Behaviors in the Classroom

MISBEHAVIOOORRR!!!MISBEHAVIOR(Charles)5 Categories:Discipline (Charles)

Arguments on Effective Discipline

ASSERTIVE DISCIPLINE PRACTICES OF TEACHERS

INTERVENTION!- United States- 1970s-continually been developed through the years - product of researchLee Canters ASSERTIVE DISCIPLINE MODELWhat did teachers who had few discipline problems do that other teachers with more problems did not do?Basic Question:- a structured, systematic approach designed to assist educators in running an organized, teacher-in-charge classroom environmentWhat is Assertive Discipline?Assertive vs. Non-Assertive

* Calm* Reacts easily* Unemotional* Emotional* Lots of eye contact* Inconsistent* Uses praise* Pleads/begs

1. The teacher insists and expects responsible behavior from the learners.

2. Adequate classroom behavior is maintained.

3. Both teacher and learners have rights.

Key Ideas:

> Class time is used productively;> It prevents discipline problems from occurring; and> It provides supportive control when a warning is all that is required.Benefits of Assertive Discipline

To establish optimal learning environments;To request and express appropriate behavior; andTo receive help from administrators and parents as needed.Rights of Teachers

Canter: Assertive Discipline is a competency-based approach to classroom and school discipline designed to provide educators with the skills and confidence necessary to ELIMINATE discipline as a problem in the classroom or school.The Assertive Discipline Working ModelSteps:

RulesRules that will let students know what behaviors are expected in the classroom at all timesLimited numberRules that are observable; Vague rules are difficult to applyRules that apply to behavior onlyConsider involving the pupils in choosing rules

ASSERTIVE DISCIPLINE Theory into PracticeExamples:

We follow the given directions.We keep hands, feet, objects and unkind words to ourselves.We stay on task.We use the appropriate noise level.We only walk in the classroom.

Positive Recognition

PraiseNon-verbalVerbal

Tangible rewardsIndividual / behaviour certificates etc.Class Wide Rewards

Special privileges

Positive notes home

CONSEQUENCES / SANCTIONSChildren deserve structureChildren deserve limitsmust be something that children do not like but never physically or psychologically harmfulare a CHOICEdo not have to be severe to be effectiveeasy for you to implementmust be appropriate for your pupils

Assertive Discipline Techniques

POSITIVE RECOGNITION (after specifying clear activity directions)Consistent praise Catch them being goodEffective praise is personal.It is specific and descriptive. It must be genuine.Effective praise is age-appropriate.Positive Repetition ( Supportive Feedback) After Giving a Direction

Negative Statements

Stop talking and get back to work.Dont do this. Stop that!How many times have I told you?What are you doing?You, you and you, youre not sitting properly (assembly).

Positive Statements

Jenny and Danny are sitting up with their arms folded.Stephen is lining up by the door as expected.Jeff, thank you for having your eyes on me. Good.Well done to the pupils in this row, you are sitting properly!

REDIRECTING NON-DISRUPTIVE OFF-TASK BEHAVIOR

Differentiate between disruptive and non-disruptive behaviour

Non-verbalThe LookClose proximity

VerbalUse the pupils nameProximity praiseIf redirecting is not effective it may be appropriate to provide a consequence.

IN IMPLEMENTING CONSEQUENCES:

Use calm, assertive statements.Be consistent provide a consequence every-time a pupil chooses to disrupt.Re-focus pupils who attempt to argue with you.Offer the consequence as a CHOICE.Find the first opportunity to praise after child has been disruptive.

Corrective Feedback ( What does it sound like?)

Karen the direction was to work quietly.I need you to turn around and work quietly.Karen turn around or you will choose to have a Warning.I understand what you are saying but the direction is to work quietly.The direction is to work quietly.Karen you have chosen to lose 1 min of your break.Thats neat work Karen and now youre working quietly and learning. Thank you.

Remember:The art of teaching is the ability of successful teachers to blend academics and behavior management efforts into a cohesive whole.In the Hands of a Gifted Teacher

Positive Repetition This technique will help encourage pupils to follow the many directions you give each day.

Heres how positive repetition works:

1. Give a direction.2. Immediately look for at least two pupils who are following the direction.3. Say the pupils names and restate the direction as they are following it.Examples:Direction: Please bring out your paper and pencil.Positive Repetition: Tony and Jane have their papers and pencils ready.

Direction:Please move into your groups.Positive Repetition:Harold is now in his group area. That was very fast! Marj is in her place, too!Consistent PraiseAn effective way to encourage pupils to continue their appropriate behavior is to continually monitor the class even while teaching and provide frequent praise and positive support to those pupils who are on task.ASSERTIVEDISCIPLINEin Action!Keep these guidelines in mind:ASSERTIVEDISCIPLINEin Action!Effective praise is personal.Always include the pupils name. A statement like Thank you for working quietly is not as meaningful as John and Shirley, thank you for working quietly.

ASSERTIVEDISCIPLINEin Action!Note: Although most of them do, remember that not all 21st Century learners respond well to praise given in front of their peers. With these pupils, it is best to deliver praise quietly after class or spontaneously during a transition.

ASSERTIVEDISCIPLINEin Action!Effective praise must be genuine.To be convincing to pupils, to show that you really mean what you say, be genuinely appreciative of their appropriate behavior.ASSERTIVEDISCIPLINEin Action!Effective praise is descriptive and specific.When praising pupils, be specific. That way, they will know exactly what they did to deserve the praise and will be more likely to repeat those behavior. ASSERTIVEDISCIPLINEin Action!Examples:Descriptive Praise Vague PraiseCora is lining up for recess. Thanks, Cora. Very good, Cora!Thank you for putting the books away, Willy. Nice job, Willy!.ASSERTIVEDISCIPLINEin Action!ScanningThe scanning technique is useful when you are working with a small group of pupils, or an individual pupil, and the rest of the class is working independently. The objective of this technique is to reinforce pupils who are on task, thereby encouraging them to remain on task.ASSERTIVEDISCIPLINEin Action!This technique will help you recognize pupils who normally may not receive attention until they misbehave. By using this technique, you can keep independent workers on task and still remain working with one small group.ASSERTIVEDISCIPLINEin Action!Heres how to use the scanning technique:ASSERTIVEDISCIPLINEin Action!1When you are working with a small group, look up every few minutes and scan the pupils who are working independently.ASSERTIVEDISCIPLINEin Action!2As you notice pupils who are working appropriately, take a moment to recognize their good behavior.

Linda is working quietly on her coloring book. Thank you, Linda.ASSERTIVEDISCIPLINEin Action!3The pupil will appreciate the recognition and continue working independently. Other pupils will get the message that you are aware of whats going on in the room, and will be motivated to stay on task themselves.ASSERTIVEDISCIPLINEin Action!Circulating the ClassroomWhile pupils are working independently, circulate the room and give positive recognition. One-on-one, you can let a pupil know that you recognize his or her appropriate behavior. This positive recognition is given quietly a special message from the teacher to the pupil.ASSERTIVEDISCIPLINEin Action!Leni, youve done a great job on your writing. You finished the entire work on time!

Brenda, youve been very cooperative today. You are really trying hard to get along with everyone.ASSERTIVEDISCIPLINEin Action!There is no need to ever phase out this technique. Each time you circulate the classroom you have an opportunity to show your pupils you care, and that you notice their good efforts.ASSERTIVEDISCIPLINEin Action!The Look:Just giving a look that says Im aware of and disapprove of your behavior is an effective way of redirecting non-disruptive off-task behavior.ASSERTIVEDISCIPLINEin Action!Heres how this technique works:Instead of attentively listening to an English lesson, France aimlessly sits tipping her chair back on two legs. When the teacher notices Frances off-task behavior, she makes direct eye contact with her and looks at her with a firm, calm look on her face. She maintains this eye contact until France puts all four legs of her chair on the floor and begins to listen attentively.ASSERTIVEDISCIPLINEin Action!Physical ProximitySometimes you dont even have to say a word to redirect a pupil back on task. Simply walk over and stand close by the pupil. The pupil will know why youve arrived at his/her side and will respond.ASSERTIVEDISCIPLINEin Action!Heres an example of physical proximity at work:While reading a story to the class, the teacher notices that Art has put his head down on his desk and has tuned out. Continuing to read, the teacher walks back to Arts desk and stands near his desk while she proceeds with the story. Art notices her presence, lifts his head and starts paying attention.ASSERTIVEDISCIPLINEin Action!Mentioning the off-task pupils name while teachingJust mentioning a pupils name while you are teaching a lesson may be enough to redirect his or her attention back on task.ASSERTIVEDISCIPLINEin Action!Heres an example of a teacher using this technique:While at the board teaching a Math lesson, the teacher notices that Allan is off task and not paying attention. The teacher, in a matter-of-fact manner, continues the lesson saying, All right, for our next problem lets say that Allan is planning to buy a balloon at P10.00 each, but he only has P9.00As soon as Allans name is mentioned, he looks up, tunes in, and immediately begins paying attention.ASSERTIVEDISCIPLINEin Action!Proximity PraiseAn effective way to redirect a non-disruptive off-task pupils back on task is to focus on the appropriate behavior of those pupils around him.ASSERTIVEDISCIPLINEin Action!ASSERTIVEDISCIPLINEin Action!Heres an example of a teacher using proximity praise:The entire class, with the exception of Rodel, is working independently on their assignments. Rather than doing his assignment, Rodel is idly doodling pictures in his notebook. On either side of Rodel, Rowena and Beny are both doing their work. Wanting to get Rodel on task, the teacher says, Rowena and Beny are doing an excellent job on their assignments.As she expects, Rodel looks around him, notices what is going on and gets back to work.

ASSERTIVEDISCIPLINEin Action!This technique is doubly effective. Off-task pupils are motivated to get back on task, and pupils who are on task receive well-deserved praise.Moving InMany times physical proximity is all that is needed to help calm down a pupil and stop the disruptive behavior. Heres an effective technique to use when a pupil is being disruptive in class:ASSERTIVEDISCIPLINEin Action!1 Move close to the pupil.Walk over to the pupil. Get close. Show your concern and in a quiet, firm manner let the pupil know that his or her behavior is inappropriate.2. In a caring manner, remind the pupil of the consequences received so far, and what will happen next if the misbehavior continues.ASSERTIVEDISCIPLINEin Action!Hazel, I am concerned that your behavior today is going to result in consequences that you dont really want. Youve been doing such a good job all week. Im proud of the work youve done and Id like to see it continue. Now youve received a warning and two consequences. One more disruption and I will be calling your parents tonight. Do you understand?

ASSERTIVEDISCIPLINEin Action!With older pupils, move out.With older pupils, it may be more appropriate to move out of the classroom to speak to the pupil. Removing the audience of peers may increase the effectiveness of your limit-setting efforts.ASSERTIVEDISCIPLINEin Action!When you move out, remember to:

stay calm;avoid arguing with the pupil; andrecognize the pupils feelings.ASSERTIVEDISCIPLINEin Action!Refocusing an argumentative conversationWhen a pupil starts arguing with you, you must stay in charge. Do not get involved in an argument. Do not let the student pull you into a pointless exchange. Instead, stay in control, refocus the conversation and help get the pupil back on task.ASSERTIVEDISCIPLINEin Action!Heres what to do:Stay calm.State what you want: I want you to sit down and do your assignment.Preface your statement of want with understanding for the pupil.ASSERTIVEDISCIPLINEin Action!Repeat your statement of want a maximum of three times. If the pupil still argues, let her know that she may be choosing to receive a consequence.ASSERTIVEDISCIPLINEin Action!Heres an example of a teacher using the refocusing technique with a disruptive pupil:ASSERTIVEDISCIPLINEin Action!Teacher :(calmly but firmly) Noel, I want you to sit down and get to work on your assignment.Noel :Its almost done. Ill finish it tonight. I need to talk to Frank about our report for Mr. Pablico. Well be quiet. We wont bother anyone.Teacher :I understand, Noel, but I want to sit down and do your work for this class.ASSERTIVEDISCIPLINEin Action!Noel :But I need to talk to Frank. Its important. Why are you making such a big deal out of this?Teacher :Noel, I see that youre upset, but sit down and begin your work.Noel :Im just trying to get my work done. Its due tomorrow.Teacher :Noel, if you do not get to work immediately, you and I will call your mother during lunch. The choice is yours.

ASSERTIVEDISCIPLINEin Action!> Assertive Discipline is not a cure-all.> It is a starting point.> It should be a part of the teachers continuing professional development program.CONCLUSION & RECOMMENDATIONS

CONCLUSION & RECOMMENDATIONS> Teachers need support from administrators.> Teachers must be continually trained thoroughly in classroom management skills particularly Assertive Discipline.

> As teachers refine their teaching skills, classroom management skills deserve the same attention.> It is not a one-shot process, and one day is not enough.CONCLUSION & RECOMMENDATIONS