assertive discipline kp
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Assertive Discipline KpTRANSCRIPT
Record on the know-o-meter how much you know about Assertive
Discipline.__________________
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What is Assertive Discipline?
Assertive Discipline is a direct and positive
approach to discipline that makes it possible
for the teacher to teach and the students to
learn.
Developed in the 1970’s Lee and
Marlene Canter’s model focuses
on punishing unacceptable
behaviours and providing positive
reinforcement of acceptable
behaviours.
Canter’s Assertive Discipline Model
Principles of Canter’s Assertive Discipline
Both teachers and students have rights in the classroom.
While giving rewards and punishments, teachers must work towards creating an optimal learning environment.
Teachers must apply rules and enforce consequences consistently without bias or discrimination.
Teachers should use a discipline hierarchy.Teachers should be assertive rather than
non-assertive or hostile.
Implementation steps:Establish positive relationships in the classroom.
Develop a discipline plan to use in the classroom.
Teach the discipline plan to the students.
Implementing (cont’d)
Continually reinforce expectations and
consequences by monitoring.
Use positive recognition to motivate students.
Ask for support beyond the classroom.
Katherine’s Rules
Class Rules
1.Listen Carefully2.Follow Directions3.Work Quietly (do not disturb others)4.Respect others (be kind with words and actions)5.Respect school and personal property6.Work and play safe
Katherine’s Discipline Plan
Discipline Plan
1.Warning2.Time out3.5 minutes out of recess4.Contact parents5.Send to principal6.Send to Counsellor
Katherine’s Reward System
Rewards1.Praise2.Stickers/Stamps3.Positive note to parents4.Trip to surprise bowl
Additional points to Katherine’s plan
Class reward system based on a points system
Class procedures during discussions and transition times
OutcomeKatherine was successful in implementing the
plan and earning the respect of the students.Students responded well as Katherine kept
reminding them of the rules and using positive reinforcement.
The mentor teacher was impressed with Katherine’s performance.
Positives of Canters Assertive Discipline model
Students know where they stand Negative consequences Positive consequences
Consistent.Discipline plan protects the rights of the
teacher and the students.Students respond to positive reinforcement.Teachers needs are met first.There is support available for teachers.
Positives (Cont’d)Gives teachers a greater
satisfaction in their role.Works for teachers who
have varying qualifications, experience and knowledge of subject.
Allows you to adapt the use of Assertive Discipline to suit your own personal style.
Facilitation of cognitive, affective, social and moral development of students.
CognitiveBehaviourist discipline models are designed to
modify or manipulate student behaviour.Human Nature- students will alter their behaviour
in order to receive rewards and avoid punishment.
AffectiveWeak discipline structures or emotional difficulties
at home - appreciate a clear structure to discipline at school.
Increases a students’ self esteem through consistent, meaningful and positive recognition.
SocialPeer pressure to conform.Competition.
MoralKnowing the rules and
consequences makes students accountable- reflecting real life.
Facilitation of cognitive, affective, social and moral development of students.
Criticisms of Canters Assertive Discipline model
ImplementationLong term investment for short term
rewards.
Criticisms (cont’d)ImplementationRequires whole school and parental support.
Dear Teacher,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
Time consuming- students should earn:
10 points per hour,
That is 50 points a day,
For a class of 28 students, that equates to 1400
pieces of data to analyse, copy and handout
certificates/ awards.
(Kohn, A 2001)
Diversity and InclusionOne rule for all.Treats symptoms and not causes of bad
behaviour.Creates competition amongst the students.
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. Are not interested in the rules.2. Feel manipulated and controlled instead of being instilled with
values.3. Don’t understand the reasons behind the rules.4. Don’t learn self discipline.5. Don’t transfer the rules to other environments.
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.
Criticisms (cont’d)
When students misbehave, do you stay calm when dealing with inappropriate
behaviour.1. Yes2. No3. Sometimes
In developing and implementing the classroom discipline plan, do you
1. Tell the students the rules once and reinforce infrequently.
2. Display the rules, hierarchy of consequences and rewards in the classroom.
3. Keep the rules to yourself.
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In communicating rules to your students, do you
1. Assume students know the rules are similar to last year’s rules.
2. Communicate your expectations clearly.
3. Tell students the rules failing to establish the importance of the following rules.
As a teacher do you believe that;1. Only teachers
have rights in the classroom.
2. Only students have rights in the classroom.
3. Both teacher and students have rights in the classroom.
In providing disciplinary consequences to students, do you1. Consistently provide
consequences when students misbehave.
2. Consistently follow through on the promised consequences.
3. Provide the consequences in a calm, clear assertive manner.
4. All of the above.
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As a teacher do you think it is important to:
1. Praise Students frequently?
2. Praise students only when you remember?
3. Only praise students who are following the rules?
In providing instructions to my class, I use the following approach:1. I continuously give
instructions until all students are on task.
2. I tell students what I want only once.
3. Use the broken record approach but limit myself to 3 repetitions.
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