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Slide 2 Slide 3 Record on the know-o-meter how much you know about Assertive Discipline. __________________ Slide 4 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. Slide 5 Developed in the 1970s Lee and Marlene Canters model focuses on punishing unacceptable behaviours and providing positive reinforcement of acceptable behaviours. Canters Assertive Discipline Model Slide 6 Principles of Canters 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. Slide 7 Response Styles Slide 8 Non- assertive response style Slide 9 Hostile response style Slide 10 Assertive response style NEED PIC HERE FOR ASSERTIVE RESPONSE Slide 11 Scenario 1 Was the teachers response style 1. Non assertive 2. Assertive 3. Hostile Slide 12 Scenario 2 Was the teachers response style 1. Non assertive 2. Assertive 3. Hostile Slide 13 Scenario 3 Was the teachers response style 1. Non assertive 2. Assertive 3. Hostile 0 of 30 Slide 14 Getting the assertive discipline approach up and running in the classroom Slide 15 Implementation steps: Establish positive relationships in the classroom. Develop a discipline plan to use in the classroom. Teach the discipline plan to the students. Slide 16 Implementing (contd) Continually reinforce expectations and consequences by monitoring. Use positive recognition to motivate students. Ask for support beyond the classroom. Slide 17 A practical example of implementing Assertive Discipline. (What a pre-service teacher did) Slide 18 Katherines Rules Class Rules 1.Listen Carefully 2.Follow Directions 3.Work Quietly (do not disturb others) 4.Respect others (be kind with words and actions) 5.Respect school and personal property 6.Work and play safe Slide 19 Katherines Discipline Plan Discipline Plan 1.Warning 2.Time out 3.5 minutes out of recess 4.Contact parents 5.Send to principal 6.Send to Counsellor Slide 20 Katherines Reward System Rewards 1.Praise 2.Stickers/Stamps 3.Positive note to parents 4.Trip to surprise bowl Slide 21 Additional points to Katherines plan Class reward system based on a points system Class procedures during discussions and transition times Slide 22 Outcome Katherine 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 Katherines performance. Slide 23 Slide 24 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. Slide 25 Positives (Contd) 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. Slide 26 Facilitation of cognitive, affective, social and moral development of students. Cognitive Behaviourist 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. Affective Weak 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. Slide 27 Social Peer pressure to conform. Competition. Moral Knowing the rules and consequences makes students accountable- reflecting real life. Facilitation of cognitive, affective, social and moral development of students. Slide 28 Criticisms of Canters Assertive Discipline model Implementation Long term investment for short term rewards. Slide 29 Criticisms (contd) Implementation Requires 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. Slide 30 Criticisms (contd) 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) Slide 31 Diversity and Inclusion One rule for all. Treats symptoms and not causes of bad behaviour. Creates competition amongst the students. Criticisms (contd) Slide 32 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. Dont understand the reasons behind the rules. 4. Dont learn self discipline. 5. Dont transfer the rules to other environments. Criticisms (contd) Slide 33 Social and Moral Development Teachers expect misbehaviour. visual and aural humiliation. students behave purely to please the teacher. encourages cheating and lying. Criticisms (contd) Slide 34 Social and Moral Development children learn that it is useless to negotiate because this is reserved for equals. Criticisms (contd) Slide 35 Assertive Discipline Questionnaire Slide 36 As a teacher do you feel your role is to be the boss in the classroom? 1. Yes 2. No 3. Unsure Slide 37 When students misbehave, do you stay calm when dealing with inappropriate behaviour. 1. Yes 2. No 3. Sometimes Slide 38 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. 0% Slide 39 In communicating rules to your students, do you 1. Assume students know the rules are similar to last years rules. 2. Communicate your expectations clearly. 3. Tell students the rules failing to establish the importance of the following rules. Slide 40 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. Slide 41 In providing disciplinary consequences to students, do you 1. 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. 0% Slide 42 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? Slide 43 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. 0% Slide 44 Conclusion Slide 45 For more information Visit our wiki: http://foundationsassignment.wikispaces.com/