Rule SettingRule SettingCanter, DreikersCanter, Dreikers

Assertive DisciplineAssertive Discipline

►Lee Canter and Marlene CanterLee Canter and Marlene Canter►Lee: Child guidance specialistLee: Child guidance specialist►Marlene: special education teacherMarlene: special education teacher►Goal: to help teachers react to students Goal: to help teachers react to students

in a calm, helpful, and consistent mannerin a calm, helpful, and consistent manner►Maintain order so that students may Maintain order so that students may

learnlearn►Respect teachers’ rightsRespect teachers’ rights

PrinciplesPrinciples

►Students have needs that must be met Students have needs that must be met if they are to be taught effectivelyif they are to be taught effectively

►The most effective teachers are those The most effective teachers are those who remain in control of the classroomwho remain in control of the classroom

►Principle duty of teachers is to help Principle duty of teachers is to help students learn and behave responsiblystudents learn and behave responsibly

►A good discipline plan is necessary to A good discipline plan is necessary to help students get around their own help students get around their own counterproductive behaviorcounterproductive behavior

PrinciplesPrinciples

►Teachers need practice in positive Teachers need practice in positive repetitionsrepetitions

►Negative consequences are penalties Negative consequences are penalties teachers use when students violate teachers use when students violate expectationsexpectations

►Positive consequences are rewardsPositive consequences are rewards►Teachers must model and directly Teachers must model and directly

teach positive behaviorteach positive behavior

PrinciplesPrinciples

►Teachers can have success with Teachers can have success with students deemed difficult-to-managestudents deemed difficult-to-manage

AssumptionsAssumptions

►Students must be forced to comply Students must be forced to comply with the ruleswith the rules

►Students cannot be expected to Students cannot be expected to determine appropriate classroom rulesdetermine appropriate classroom rules

►Students cannot be expected to follow Students cannot be expected to follow the set rules without a system of the set rules without a system of guidanceguidance

AssumptionsAssumptions

►Punishment will cause good students Punishment will cause good students to avoid bad behavior and engage in to avoid bad behavior and engage in good classroom behaviorgood classroom behavior

►For proper classroom management, For proper classroom management, parents and administrators must help parents and administrators must help to enforce rulesto enforce rules

►““Whereas behavior modification Whereas behavior modification emphasizes reinforcing appropriate emphasizes reinforcing appropriate behaviors and ignoring inappropriate behaviors and ignoring inappropriate ones, assertive discipline emphasizes ones, assertive discipline emphasizes punishing unacceptable behaviors and punishing unacceptable behaviors and providing reinforcement for behaviors providing reinforcement for behaviors that re acceptable to teachers.”that re acceptable to teachers.”

►Edwards, C. (2000). Edwards, C. (2000). Classroom discipline and Classroom discipline and management.management. New York: John Wiley. New York: John Wiley.

Misconceptions Canter Would Misconceptions Canter Would DispellDispell

►Good teachers should be able to handle Good teachers should be able to handle discipline problems on their own.discipline problems on their own.

►Firm discipline may cause psychological Firm discipline may cause psychological harm.harm.

►Discipline problems do not persist when Discipline problems do not persist when children are provided with activities that children are provided with activities that satisfy their needs.satisfy their needs.

►Misbehavior has deep seated causes on Misbehavior has deep seated causes on which teachers have no influence.which teachers have no influence.

►Teachers MUST assert their rightsTeachers MUST assert their rights Right to establish classroom rules and Right to establish classroom rules and

procedures procedures Right to insist on behavior from students Right to insist on behavior from students

that meets teachers needsthat meets teachers needs Right to insist on behavior from students Right to insist on behavior from students

that encourages positive social growth that encourages positive social growth and educational development of studentsand educational development of students

Right to receive help in disciplineRight to receive help in discipline

Three types of teachersThree types of teachers

►Non assertiveNon assertive

►HostileHostile

►AssertiveAssertive

Roadblocks to becoming more Roadblocks to becoming more assertiveassertive

►Doubts about ability to deal with Doubts about ability to deal with students’ behavior problemsstudents’ behavior problems

►Failure to recognize some children Failure to recognize some children need firmer disciplineneed firmer discipline

►Failure to realize teachers have rightsFailure to realize teachers have rights►Failure to realize students need limits Failure to realize students need limits

to be setto be set

Applying Assertive DisciplineApplying Assertive Discipline

►Six stepsSix steps Create positive student-teacher Create positive student-teacher

relationshipsrelationships Establish rules and expectationsEstablish rules and expectations Track misbehaviorTrack misbehavior Use punishments to enforce limitsUse punishments to enforce limits Implement a system of positive Implement a system of positive

consequencesconsequences Establish strong parent suportEstablish strong parent suport

RulesRules

►Teachers set the rulesTeachers set the rules►Post the rules in the classroomPost the rules in the classroom►Specify the behaviorsSpecify the behaviors►Rules should meet teachers’ needsRules should meet teachers’ needs►Rules should not make unrealistic Rules should not make unrealistic

demands on studentsdemands on students

Names on the boardNames on the board

►One quick way to track misbehaviorOne quick way to track misbehavior At first infraction, put students name on At first infraction, put students name on

the boardthe board On subsequent misbehaviors, put check On subsequent misbehaviors, put check

marks beside namesmarks beside names Have consistent punishments for numbers Have consistent punishments for numbers

of checks receivedof checks receivedNames on board is NOT an essential part of Names on board is NOT an essential part of

the Canters’ system however, they do feel the Canters’ system however, they do feel it is a way to track misbehavior without it is a way to track misbehavior without disturbing the classdisturbing the class

Language Language

►Proper assertive languageProper assertive language►Four levelsFour levels

Hints: “Everyone should be working.”Hints: “Everyone should be working.” Questions: “Would you please get to Questions: “Would you please get to

work?”work?” I message: “I want you to open your I message: “I want you to open your

books and get to work.”books and get to work.” Demand: “Get to work now!”Demand: “Get to work now!”

Other hintsOther hints

►Eye contactEye contact►Gestures (but aviod threatening Gestures (but aviod threatening

gestures)gestures)►Single out unruly studentsSingle out unruly students►Physical touchPhysical touch

Step 4.Step 4.

►One commonly used punishment is One commonly used punishment is time outtime out

►Withdrawal of privilegesWithdrawal of privileges►DetentionDetention►Sent to principal’s officeSent to principal’s office►Calling parentsCalling parents►Sent student to another classSent student to another class►Tape record the offending behaviorTape record the offending behavior

Step 5. Positive Step 5. Positive consequencesconsequences

►Glass jar of marbles for good behaviorGlass jar of marbles for good behavior►Personal attention from the teacherPersonal attention from the teacher►Positive notes to parentsPositive notes to parents►AwardsAwards►Special privilegesSpecial privileges►Material rewardsMaterial rewards►Home rewardsHome rewards►Group rewardsGroup rewards

Assertive discipline Assertive discipline

►StrengthsStrengths Simple to useSimple to use Personal desires of teacher can be Personal desires of teacher can be

reinforcedreinforced Involves parentsInvolves parents Involves administratorsInvolves administrators

Assertive disciplineAssertive discipline►WeaknessesWeaknesses

Names on board mat entice misbehaviorNames on board mat entice misbehavior Students may be angered by repeated Students may be angered by repeated

warningswarnings Students may be embarrassedStudents may be embarrassed Fails to engender self directionFails to engender self direction Does not deal with underlying causesDoes not deal with underlying causes Advocates additional suspensionsAdvocates additional suspensions Positive reinforcement is random, tracking Positive reinforcement is random, tracking

misbehavior is systematicmisbehavior is systematic Negative consequences stimulate Negative consequences stimulate

negative behaviornegative behavior

DreikersDreikers

►Student of AdlerStudent of Adler►Based on “Logical Consequences”Based on “Logical Consequences”►Give students a choice of behaviorsGive students a choice of behaviors►Behaviors are driven by an individual’s Behaviors are driven by an individual’s

purposepurpose

AssumptionsAssumptions

► Inappropriate behavior is motivated by a Inappropriate behavior is motivated by a need to gain attention, exercise power, need to gain attention, exercise power, exact revenge, or display inadequacy.exact revenge, or display inadequacy.

► If motive for attention is satisfied, If motive for attention is satisfied, inappropriate behavior associated with inappropriate behavior associated with other motives will not be manifested.other motives will not be manifested.

► Inappropriate behavior can be stopped Inappropriate behavior can be stopped by finding a legitimate outlet to satisfy by finding a legitimate outlet to satisfy needs.needs.

AssumptionsAssumptions

►Children can learn to understand own Children can learn to understand own motives. Teachers can help them motives. Teachers can help them understand why they misbehave.understand why they misbehave.

►Children will behave more appropriately Children will behave more appropriately when they “suffer” consequences.when they “suffer” consequences.

►Presenting children with a choice Presenting children with a choice between two alternative behaviors give between two alternative behaviors give them a chance to learn to be them a chance to learn to be responsible. responsible.

Motives for behaviorMotives for behavior

►Gaining attentionGaining attention►Exercising powerExercising power►Exacting revengeExacting revenge►Displaying inadequacyDisplaying inadequacy

Gaining attentionGaining attention

Active constructiveActive constructive tattling; overly cooperative; tattling; overly cooperative; conform readily, success conform readily, success oriented, perfectionistoriented, perfectionist

Goal: to receive constant praise Goal: to receive constant praise and maintain superiorityand maintain superiority

Active destructiveActive destructive want their own way, want their own way, impertinent, defiant, clown impertinent, defiant, clown around and bully others, pester around and bully others, pester othersothers

Goal: Immediate and Goal: Immediate and continuous attentioncontinuous attention

Passive ConstructivePassive ConstructiveCharm others, manipulative, Charm others, manipulative, manipulate by helplessness, manipulate by helplessness, vain, cute, sycophant, clinging, vain, cute, sycophant, clinging, self-centeredself-centered

Goal: to get others to serve Goal: to get others to serve themthem

Passive DestructivePassive DestructiveBashful, dependent, untidy, Bashful, dependent, untidy, self-indulgent, lazy, lack of self-indulgent, lazy, lack of concentration, claims tasks are concentration, claims tasks are too hard, lack of positive actiontoo hard, lack of positive action

Goal: Force others concern, get Goal: Force others concern, get help from othershelp from others

Exercising powerExercising power

►Avoid putting pressure on them to Avoid putting pressure on them to succeed because it will become a succeed because it will become a power struggle. They will win.power struggle. They will win.

►Teachers do not have to shoe children Teachers do not have to shoe children who is the boss.who is the boss.

Exacting revengeExacting revenge

►Espouse beliefs that all are ouot to get Espouse beliefs that all are ouot to get themthem

►They have been treated unfairlyThey have been treated unfairly►Create proof of the dislike by provoking Create proof of the dislike by provoking

others to retaliateothers to retaliate►Lash out and hurt others and destroy Lash out and hurt others and destroy

propertyproperty►Causing them more pain will result in Causing them more pain will result in

their causing more pain for otherstheir causing more pain for others

Displaying inadequacyDisplaying inadequacy

►Discouraged Discouraged ►““wrapped in a cloak of inadequacy”wrapped in a cloak of inadequacy”►Conclude they are not as good as Conclude they are not as good as

others and give upothers and give up►Avoid public display to avoid failureAvoid public display to avoid failure

Preventing discipline Preventing discipline problemsproblems

►Encouragement vs. PraiseEncouragement vs. Praise Focus on effort rather than productFocus on effort rather than product Stimulates students to continue tryingStimulates students to continue trying Encouragement highlights value of Encouragement highlights value of

learninglearning Praise focuses on level of accomplishmentPraise focuses on level of accomplishment

Praise and encouragementPraise and encouragement

► PraisePraise► Your artwork is Your artwork is

excellentexcellent► You got the highest You got the highest

mark on the exammark on the exam► You always work You always work

quietly without quietly without disturbing othersdisturbing others

► You are doing a You are doing a wonderful job on the wonderful job on the new dance movementsnew dance movements

► EncouragementEncouragement► You really seem to enjoy You really seem to enjoy

art.art.► I an tell you worked hard I an tell you worked hard

to prepare for your to prepare for your examexam

► It is important to you to It is important to you to do your own workdo your own work

► You obviously have been You obviously have been spending a lot of time spending a lot of time perfecting these dance perfecting these dance movementsmovements

Logical consequencesLogical consequences

►Contrived and applied as necessary to Contrived and applied as necessary to control students’ behaviorscontrol students’ behaviors

►Although the consequence does not Although the consequence does not happen naturally, it has a connection happen naturally, it has a connection to the behavior. to the behavior.

► It is not a punishment. Punishment is It is not a punishment. Punishment is connected to the person giving it; not connected to the person giving it; not to the behavior. to the behavior.

ExamplesExamplesBehaviorBehavior Logical consequenceLogical consequenceStudent pushes another down Student pushes another down the stairsthe stairs

Choice of avoiding this Choice of avoiding this behavior or waiting until the behavior or waiting until the stairs have cleared and then go stairs have cleared and then go down themdown them

Incomplete or sloppy paperIncomplete or sloppy paper Teacher will read it only when it Teacher will read it only when it is cleaned or completedis cleaned or completed

Writing on wallsWriting on walls Clean it up or pay the janitor to Clean it up or pay the janitor to clean itclean it

Writing on or gouging desksWriting on or gouging desks Sand and refinishing the deskSand and refinishing the desk

Fighting at recessFighting at recess Plan for avoiding fights or not Plan for avoiding fights or not going to recessgoing to recess

StrengthsStrengths

►Promotes a sense of autonomy for the Promotes a sense of autonomy for the studentsstudents

► Incorporates a preventive approach to Incorporates a preventive approach to disciplinediscipline

►Helps students learn corrective behaviorHelps students learn corrective behavior►Promotes mutual respectPromotes mutual respect►Assists teachers to consider causes of Assists teachers to consider causes of

behaviors before they take actionbehaviors before they take action

WeaknessesWeaknesses

►Teachers have trouble determining Teachers have trouble determining motives of studentsmotives of students

►Students may not admit their real Students may not admit their real motivesmotives

►Difficult to respond in a non-controlling Difficult to respond in a non-controlling wayway

►Complex dialogue with studentsComplex dialogue with students