2. Canter Park Primary School Behaviour Management Policy Parent Information Night

3. Rules 1 Switch off mobile phones 2 Listen quietly and respectfully 3 Do not interrupt the speaker 4 Save questions until prompted 5 Stay seated during the presentation Parents who do not respect these rules will be asked to leave the meeting

4. Behaviour Management Policy Behaviour Management at Canter Park is based on the Assertive Discipline Model

6. Seven Steps to a Successful Start of School Create a Classroom Discipline Plan Present your plan to your administrator Teach your Discipline Plan to your students Communicate your Discipline Plan to Parents Prepare a Discipline Plan for Substitutes Implement your Classroom Discipline Plan Review Assertive Discipline Guidelines 12345671234567

7. Learning Environment Rules, Consequences, Rewards 3-5 Rules devised by the class teacher to suit their individual needs Unambiguous, observable behaviours Displayed in a clear position in the classroom Documentation May include: behavioural journal/logs, notes to parents about behaviour - both positive and negative Efficient Physical Layout Classroom setup based on the “interior loop” Respond to off-task or problem behaviour quickly

8. Kathryn Jennifer Katherine Scott Linda Alan Classroom Behavioural Management Strategies Developed by Lee Canter Canter Primary School 6 Assertive Drive Modellsville WA 6000 http://canterclass.wikispaces.com Classroom Management Strategies Developed by Lee Canter Behavioural

9. Canter Model of Assertive Discipline Topics of the Assertive Discipline Model: Core Principles Implementation Individual Management Plans Child Development Shortcomings

10. Core Principles Background Developed by Lee and Marlene Canter in 1976 and since then it has evolved and developed into a model which is still used widely in many schools today.

11. Core Principles Background Similarities between this model and that of Skinner's Behaviour Modification. Assertive Discipline is a very structured and systematic approach to all areas of classroom management, in which the teacher is always in charge and in control.

12. Core Principles Principles Three ways in which a teacher can respond to classroom situations: 1. Non-Assertive 2. Hostile 3. Assertive

13. Core Principles Rights of Teachers and Students 1. A teacher has a right to teach, just as a student has a right to learn 2. Good teaching involves the development of trusting, personal teacher student relationships 3. Teachers have the right and responsibility to put in place rules and expectations that clearly define what children are required to do These will include both acceptable and unacceptable behaviours. These rules need to be enforced consistently without discrimination or bias 4. Students do not automatically self regulate without guidance therefore teachers have the responsibility to teach children to follow rules consistently throughout the school day

14. Core Principles Rights of Teachers and Students 5. Teachers have the right to expect support and assistance from Principals, School Administration and Parents 6. Teachers need to use a hierarchy of discipline in their classroom that is appropriate for the year level that they teach 7. An assertive teacher is more effective than a non-assertive or hostile teacher

15. Implementation Assumptions. Prior to implementation you have: 1. Created a classroom discipline plan. 2. Presented your plan to your administrator. 3. Taught your discipline plan to your students. 4. Communicated your discipline plan to parents. 5. Prepared a discipline plan for substitutes.

16. Implementation Implementing the class discipline plan: 1. Determine specific directions for your classroom. 2. Teach specific directions to your students. 3. Use positive recognition to motivate students to behave. 4. Redirect disruptive (off task) behaviour. 5. Use consequences for disruptive or continual off task behaviour.

17. Individual Management Plans When your general classroom discipline plan is not effective with a student, an individualised behaviour plan can be implemented using a Behvioural Contract. What is a Behavioural Contract and how does it work? 1. It is a written agreement about how the individual will behave. 2. It indicates appropriate consequences for misbehaviour. 3. It gets students to realise their problems, overcome them and enables them to link specific behaviours with specific consequences.

18. Individual Management Plans What are the benefits of using a contract with individuals? By implementing the contract with a student who has input into the conditions, the student is more likely to abide to the terms of it. Other Benefits?

19. Individual Management Plans How are Behaviour contracts created? 1. Decide on specific behaviours to be focussed on. 2. Meet with student to write contract. 3. The document should also include…

21. Would you consider implementing a behaviour contract in your class? 1. Strongly Agree 2. Agree 3. Neutral 4. Disagree 5. Strongly Disagree

22. Would you consider implementing a behaviour contract in your class? 1. Strongly Agree 2. Agree 3. Neutral 4. Disagree 5. Strongly Disagree

23. Child Development

24. Rewards & Reinforcement Material rewards Home rewards Group rewards Special privileges Personal attention from teacher Note or phone call to parents Physical touch (?) Modeling Repetition/broken record Consequences & Punishment Time-out or Isolation Withdraw privileges Send to another classroom Sent to Principal’s office Detention Note sent home to parents Name and shame

25. Child Development Increases teaching time  Jones states that “typical classrooms spend 50% of instructional time managing students who are off-task”  Assertive Discipline aids teachers to spend less time on addressing disruptive behaviour and gives them more time to spent on curriculum, therefore facilitating more learning Increases quality of teaching  Teacher gets 1/1 time with all students  Teacher can attend more frequently to those students who need closer attention Creates richer learning environment  Teacher has more time, energy and confidence to facilitate a stimulating learning environment eg collaborative projects

26. Child Development Students rely on discipline for psychological security  Learning the rules is parallel to learning curriculum Discipline can be liberating  Students have a right to choose  Students develop their social skills to be the best person they can be Students learn to become less self-destructive  Operates in ‘real’ time and addresses behaviour immediately

27. Child Development Students understand their rights and the rights of others  Students see that teacher is fair, same rules apply to all  Students see that teacher is consistent, rules don’t change depending on circumstance, mood etc Prepares them for life  There are always consequences to your actions Student feels valued and respected  Addresses behaviour without blame or judgment

28. Case Study Amy hits Monica as they sit on the floor during story time. Monica begins to cry. The teacher enters the social conflict, reprimanding Amy and sending her to “time out” as punishment for her inappropriate behaviour. After comforting Monica, the teacher begins the story.

29. Case Study This is a typical scenario in many primary classrooms and the classroom management method being used is typical of the Canter method. Facilitates cognitive development because as it allows the teacher efficiently manage the behaviour and get on with teaching. Facilitates social development as the punishment teaches Amy to respect others and that there will be consequences for misbehavior. Facilitates moral development as it teaches Amy to distinguish between right and wrong.

30. Points for consideration when determining classroom management method. Variables Classroom Climate/Dynamics Age of students Demographics Cultural Mix Influences School Policy Parental Expectations Peer/Mentor methods Support/Resources You Values and Beliefs Personal Philosophy Level of experience Professional Development Child Development

31. What are the Shortcomings? The disadvantages of Assertive Discipline are: 1. There is no security that the rules written by the teacher are rational, healthy and humanising for the student. 2. The “cookbook” method may promote a lack of individuality in dealing with students.

32. What are the Shortcomings? 3. The procedure is in direct contrast to today’s trend of teaching students how to manage their own behaviours. 4. The verbal limit-setting procedures, the setting down of clear rules, may unintentionally pick out some students, especially problem students who often crave teacher attention, even though it is negative. 5. The weight in the discipline plan on negative consequences may cause teachers to be pessimistic in their interactions with students.

33. This is where Canter sits. Think about your own personal philosophy in relation to this diagram.

34. Assertive Discipline should be used in the classroom… 1. Always 2. Sometimes 3. Sparingly 4. Never

35. Assertive Discipline should be used in the classroom… 1. Always 2. Sometimes 3. Sparingly 4. Never

36. As a result of today’s presentation, do you feel you have…? 1. Increased your understanding 2. Not benefited 3. Become more confused 4. Wasted your time

37. Don’t forget... Take a leaflet! And… Check out the Wiki site for all the latest goss on Canter, Wii Interactive Whiteboards and Remotes.

38. Please join us for a beer at the Canter Tavern afterwards! Classroom Behavioural Management Strategies Developed by Lee Canter Canter Primary School 6 Assertive Drive Modellsville WA 6000 Thank you for watching our presentation!