+ ASSERTIVE DISCIPLINE Developed by Lee & Marlene Canter

+ Lee Canter Lee had a passion for working with kids and helping them succeed. Attended CSU Northridge to become a teacher. Received Masters Degree in Social Work from USC Worked as a social worker for a bit then started consulting for schools He and his wife researched and developed a discipline and classroom management program

+ Marlene Canter Marlene pursued a career in special education and child development. Worked as a special education teacher Marlene encountered a difficult student and wanted to find techniques to help the kid and other teachers who worked with challenging students Co-found Laureate Education with her husband Lee She is now actively involved on educational councils and boards

+ Assertive Discipline Developed by Lee & Marlene Canter Theory and approach to classroom management Systematic and objective “take-control” approach to managing a classroom of students Outlines clear expectations as well as positive and negative consequences Clearly defines rules and limits Allows the teacher to be firm but positive Use a common sense and easy to learn approach to help teachers become control their classrooms Most widely used behavior management program

+ Basis and Assumptions Theory is based on teachers being able to instruct students without being interrupted or stopped by misbehavior Assumptions Students will misbehave Students must comply with classroom and school rules Punishment will stop students from breaking rules Reinforcement will encourage students to follow rules

+ Teacher Response Styles Impact student self esteem and academic success Response Styles include: Non Assertive/ Passive Hostile Assertive

+ Non Assertive Passive Expectations are not set and clear to students No leadership Inconsistent punishment and reinforcement Lack of control

+ Hostile Put down the self esteem of students Trying to control students and not empower them Not creating a friendly or warm environment Non sympathetic Attitude of superiority Disrespect to students

+ Assertive Expectations are clear to all students Teacher explains what is acceptable/unacceptable Rules and consequences are clear Appropriate behavior doesn’t go unnoticed Classroom discipline plan is used

+ Assertive Discipline Plan Clearly defined and communicated rules, recognition, and punishment Recognition that Motivates students to behave properly Increase student self esteem Punishment Motivates students to change negative behavior Something not liked by student but not harmful Does not have to be too harsh

+ How To Use Assertive Discipline Decide what rules are needed in your classroom. Rules should be specific and easily understood Determine punishment for not following rules Determine and use several punishments with each being more restrictive than the previous on Determine positive reinforcement for appropriate behavior Inform students on all rules, punishment, and reinforcement Begin implementing the program immediately after informing students

+ Assertive Discipline Techniques Communicate your disapproval with a student's misbehavior, Be sure to tell the student what he or she is should be doing right and/or wrong Reinforce students for compliance or punish him or her for noncompliance Use eye contact, hand gestures, and the student's name when correcting student behavior Recognize and quickly respond to appropriate behavior to encourage students to display the desired Learn to use the "broken record" technique. Repeat your command a maximum of three times until the student follows your directions. If directions are not followed at that point, administer punishment as outlined to students priory. Administer punishment when students misbehave consistently Use the disguised positive repetitions technique to repeat your rules by, repeat directions as positive statements to students who are complying with your directions

+ Criticism Limited research on the effectiveness theory Excessive and strict control Little or no democracy in the classroom Students are forced to just accept the rules of the teacher Self-esteem of students is often decreased Assumes that all problems stem from students misbehaving Dismisses the idea that children should obey rules because that is the right thing to do, not because consequences Uses extensive external rewards rather than internal motivation

+ More Criticism Same rules and consequences for all students Writing student’s names on the board can be humiliating to students and carries a lasting negative impact Takes too much of teachers time

+ Example

+ Questions