1. ASSERTIVE DISCIPLINE WEEK 5
Kirsty

2. Kirsty intro & exit from video

3. Record on the know-o-meter how much you know about Assertive Discipline.
__________________
Rose

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.
Rose

5. Canter’s Assertive Discipline Model
Developed in the 1970’s Lee and Marlene Canter’s model focuses on punishing unacceptable behaviours and providing positive reinforcement of acceptable behaviours.
Rose

6. 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.
Rose

7. Response Styles
Karen

8. Non- assertive response style
Karen

9. Hostile response style
Karen

10. Assertive response style
NEED PIC HERE FOR ASSERTIVE RESPONSE
Karen

11. Scenario 1 Was the teacher’s response style…30
Non assertive
Assertive
Hostile
Karen

12. Scenario 2 Was the teacher’s response style…
Non assertive
Assertive
Hostile of 30
Karen

13. Scenario 3 Was the teachers response style…
Non assertive
Assertive
Hostile
Karen
0 of 30

14. Getting the assertive discipline approach up and running in the classroom
Sharon

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.
Sharon

16. Implementing (cont’d)
Continually reinforce expectations and consequences by monitoring.
Use positive recognition to motivate students.
Ask for support beyond the classroom.
Sharon

17. A practical example of implementing Assertive Discipline
A practical example of implementing Assertive Discipline. (What a pre-service teacher did)
Fiona

18. Katherine’s Rules Class Rules Listen Carefully Follow Directions
Work Quietly (do not disturb others)
Respect others (be kind with words and actions)
Respect school and personal property
Work and play safe
Sharon as Katherine

19. Katherine’s Discipline Plan
Warning
Time out
5 minutes out of recess
Contact parents
Send to principal
Send to Counsellor
Sharon as Katherine

20. Katherine’s Reward System
Praise
Stickers/Stamps
Positive note to parents
Trip to surprise bowl
Sharon as Katherine

21. Additional points to Katherine’s plan
Class reward system based on a points system
Class procedures during discussions and transition times
Sharon as Katherine

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 Katherine’s performance.
Fiona

23. Hot seat question time.

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.
Kirsty

25. 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.
Kirsty

26. Facilitation of cognitive, affective, social and moral development of students.
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.
Kirsty

27. Facilitation of cognitive, affective, social and moral development of students.
Peer pressure to conform.
Competition.
Moral
Knowing the rules and consequences makes students accountable- reflecting real life.
Kirsty

28. Criticisms of Canters Assertive Discipline model
Implementation
Long term investment for short term rewards.
Fiona

29. Criticisms (cont’d) 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.
Fiona

30. 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)
Fiona

31. Criticisms (cont’d) Diversity and Inclusion One rule for all.
Treats symptoms and not causes of bad behaviour.
Creates competition amongst the students.
Odette

32. Criticisms (cont’d) Cognitive development of children and adolescents
Lowers creativity and performance (Intrinsic motivation)
Students have no input into the rules, therefore they:
Are not interested in the rules.
Feel manipulated and controlled instead of being instilled with values.
Don’t understand the reasons behind the rules.
Don’t learn self discipline.
Don’t transfer the rules to other environments.
Odette

33. 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.
Odette

34. Criticisms (cont’d) Social and Moral Development
children learn that it is useless to negotiate because this is reserved for equals.

35. Assertive Discipline Questionnaire
Sam

36. As a teacher do you feel your role is to be the ‘boss’ in the classroom?
Yes No
Unsure
Sam

37. When students misbehave, do you stay calm when dealing with inappropriate behaviour.
Yes No
Sometimes
Sam

38. In developing and implementing the classroom discipline plan, do you
Tell the students the rules once and reinforce infrequently.
Display the rules, hierarchy of consequences and rewards in the classroom.
Keep the rules to yourself. 0%
Sam

39. In communicating rules to your students, do you
Assume students know the rules are similar to last year’s rules.
Communicate your expectations clearly.
Tell students the rules failing to establish the importance of the following rules.
Sam

40. As a teacher do you believe that;
Only teachers have rights in the classroom.
Only students have rights in the classroom.
Both teacher and students have rights in the classroom.
Sam

41. In providing disciplinary consequences to students, do you
Consistently provide consequences when students misbehave.
Consistently follow through on the promised consequences.
Provide the consequences in a calm, clear assertive manner.
All of the above. 0%
Sam

42. As a teacher do you think it is important to:
Praise Students frequently?
Praise students only when you remember?
Only praise students who are following the rules?
Sam

43. In providing instructions to my class, I use the following approach:
I continuously give instructions until all students are on task.
I tell students what I want only once.
Use the broken record approach but limit myself to 3 repetitions. 0%
Sam

44. Conclusion
Odette

45. For more information Visit our wiki:
Odette