LEE CANTER: assertive Discipline EDFD 589: Effective Teaching and Professional Practice LEE CANTER: assertive Discipline To rectify DEFIANCE OF AUTHORITY Good afternoon everyone. My name is Gulay. This is Michael and Elisa. We have worked on the theorist ‘Lee Canter’ and his theory ‘Assertive Discipline’. The challenging, problematic and unacceptable behavior that we have chosen to rectify by applying the allocated theory is ‘Defiance of Authority’. I will be talking about ‘Lee Canter’ & his ‘Assertive Discipline’. Elisa will follow with defining ‘Defiance’ and how we could rectify the problem by applying Canter’s theory. And finally Michael will talk about the positive and negative consequences of the theory and the critiques. So lets get started. Gulay Ozer, Michael De Andrade & Elisa Pettenon

Lee Canter: Assertive Discipline Principles and Practices A discipline plan that clearly outlines expectations as well as positive and negative consequences. Stating expectations clearly. Being assertive rather than passive or hostile Almost any survey reveals that the very high concerns experienced by beginning teachers is about classroom management (Marsh 2008). Based on thousands of hours observing teachers in the classroom, Lee Canter has developed a discipline model. It is based on several principles: All students need limits, and teachers have the right to set them. Assertive discipline will include a written discipline plan and contract that will be signed off by principles, teachers, students and parents. No matter what the activity, in order to be assertive, you need to be aware of what behaviours you want and need from the students. You will consistently apply positive consequences when expectations are met and negative consequences when they are not met. Be sure to praise good behaviour more frequently than you apply negative consequences to bad behaviour. 2) Assertive discipline consists of: Stating and teaching expectations clearly. Persistence in stating expectations and such as, "I need you to ..." and "I like that." ["I messages don't interfere with the pupil's positive self-esteem. "You are no good, why won't you behave," does interfere.] Use of a clear, calm, firm voice. Influencing student behaviour without threats or shouting. Eye contact is essential if the message is to have full impact. But don’t insist that the student continue to meet your eyes since that it contrary to custom in some cultures. Use of non-verbal gestures that support the verbal statements. 3) Teachers should insist on responsible behaviour. Example: Nonassertive: "Please try not to talk back”. Hostile: "You are acting like a disgusting savage again!" Assertive: "We do not talk back. Sit down until you cool off." [and then we will discuss the consequence (if appropriate).] The assertive teacher calmly, firmly, and clearly communicates the teacher's disapproval of the behaviour, followed by a statement of what the student is to do (www.humboldt.edu, n.d.).

C A N T E R onsistancy ssertiveness eeds First ake Charge xpectations In order to clarify and summarise some of the key ideas within Canters theory: C for consistency A for ‘Assertiveness’ N for ‘Needs first’ T for ‘Take charge’ E for ‘Expectations’ R for ‘Reward’ Now Elisa will continue with the challenging behaviour. ‘Defiance of authority’. Thank you. xpectations eward

DEFIANCE What’s the issue? Can include Rebel against authority -Talking Back -Swearing at the teacher - Non compliance Can include Defiance as the issue Difference between defiance and disruption Expand on definition. Because Canter/assertive discipline is a whole class approach for the purpose of this assessment we will concentrate on defiance on a classroom rather then individual level… Several students talking Refusing to do work and act as asked (as a whole class): as a specific example of defiance. Individuals AS A MEMBER OF THE CLASS COMMUNITY. Focus: Back chat

Why is defiance a problem? The Defiant student Characteristics Distract others Often does poorly academically Little motivation to learn. Engages in confrontation Interrupts instruction Hinders the learning of others and that student Can produce a negative environment Why is defiance a problem? Jim Wright (2010) http://www.jimwrightonline.com/php/interventionista/interventionista_intv_list.php?prob_type=defiance__non_compliance

Why might students be defiant? The Environment Task avoidance Not understanding content Personality Life at home What are you doing as a teacher?

Applying Canter’s Theory Establishing your Game Plan Clearly expressing rules /expectations Addressing each occurrence of defiance calmly and quickly Being consistent and assertive within responses and consequences System of rewards: REWARD AND PUNISHMENT: consisitancy You need to know what you are doing and don’t steer away from the Ideally this theory should be applied at the beginning of the year. It is a matter of prevention so that defiance doesn’t have the environment to breed or become accepted. Rectifying: implies isnt at the beginning of the year In a case such as mentioned Canter would be applied by conducting the following -Preparation and working out a plan.

HOW? Clear discussion of behavior and consequences. Post your discipline plan Classroom system of reward systems: Troublesome students often respond well to rewards Reasoning Communication

--Deal calmly and quickly --Consequences in place --Appropriate for students --Students do not enjoy --Hierarchy from low(warming)to high (administrator)impact on student --Include a severe clause http://wik.ed.uiuc.edu/index.php/Assertive_discipline

Advantages of Assertive Discipline Students are clear on expectations. Encourages calm responses rather than emotional responses. Encourages personal engagement with pupil and the use of praise. Students will be prevented from “testing” boundaries if they know the exact punishment for their misbehavior. Students cannot plead ignorance. Sometimes students misbehave simply because they do not know what is acceptable or not. With Canter’s model students are clear on expectations and consequences (Tauber 2007, pg 104). Being Assertive encourages calm responses without being threatening (Porter 2007, pg 39). Canter advocates building a rapport with students. For example using a students first name. Using praise is very important to Canter’s model. Taking focus away from the negative (Tauber 2007, pg 107).

Disadvantages of Assertive Discipline Too teacher centered. Violates students emotional needs. Doesn’t promote/integrate democracy. May discourage a teacher to think for themselves. Classroom is regarded to be the teacher’s classroom (Porter 2007, pg 43). Students may feel disempowered and afraid. Students will see authority figures as dictators (not democratic) and may foster feelings of resentment towards those in power. Student creativity and originality is stifled. Does not teach students self responsibility (Curwin & Mendler, 1989). Teachers won’t be encouraged their ability to think on their feet (Kohn 1996, pg 57) Focusing solely on behaviour and blaming bad behaviour solely on bad home lives tends to make teachers less inclined to analyse the individual needs/situation of each child.

Critics of Assertive Discipline Alfie Kohn (Beyond Discipline) Curwin and Mendler (Discipline with Dignity) Porter (Student Behaviour) Kohn According to Kohn, assertive discipline creates compliant students, it does not create moral, compassionate students (Kohn 1996, pg 55). Curwin and Mendler Rewards given for wanted behaviour only lead the students to being obedient and not to being responsible for their actions (Charles, 1999).  Book-it pizza for reading program (Tauber 2007, pg 115). Porter Takes for granted teacher’s right to override students (Porter 2007, p 42). Doesn’t acknowledge student’s right to be assertive (Porter 2007, p 43). The very name is incorrect. It’s not assertive.

Conclusion Good starting point for inexperienced teachers. Should be modified to suit teacher. Integrate other models.

References Canter, L., and Canter,M., (1992). Assertive Discipline: Positive Behaviour Management for Today's Classroom. Canter & Associates, Inc. Charles, C. M. (1999). Building Classroom Discipline. Sixth Edition. New York: Longman. Kohn, A. (1996). Beyond Discipline. Alexandria: ASCD. Marsh, C. (2008). Becoming A Teacher (4th Edition ed.). Frenchs Forest: Pearson Education Australia. Porter, L. (2007). Student Behaviour (3rd ed.). Crows Nest: Allen & Unwin. Tauber, R. T. (2007). Classroom Management (4th ed.). Westport: Praeger. The Canter and Jones Models. (n.d.). Retrieved March 22, 2010, from http://www.humboldt.edu: http://www.humboldt.edu/~tha1/canter.html

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