CM: Chapter 3 Exploring the Theories of Assertive Discipline – Lee Canter and Marlene Canter

Key Concepts of Assertive Discipline Rewards and punishments are effective. Both teachers and students have rights. Teachers create an optimal learning environment. Teachers apply rules and enforce consequences consistently without bias or discrimination. Teachers use a discipline hierarchy with the consequences appropriate for the grade level. Teachers are assertive, not nonassertive or hostile.

Response Styles Nonassertive - “I’ve asked you repeatedly to stop talking, and you continue to do it. Please stop.” Assertive - “Justin, that is your warning for leaning back in the chair. Put the chair down now or you will face a loss of classroom privileges.” Hostile - “Put that comic book away or you’ll wish you had!”

Different types of rewards: Social reinforcers Words – Smiles – Gestures Graphic reinforcers Star – Sticker – Checkmark Activity reinforcers Free time – Special game Tangible reinforcers Treat – Pencils and other supplies – Certificates

Basic Rights of Students Students have the right to: Have an optimal learning environment Have teachers who help them reduce inappropriate behavior Have teachers who provide appropriate support for appropriate behavior Have teachers who do not violate the students’ best interests Choose how to behave with the advance knowledge of the consequences that will consistently follow

Basic Rights of Teachers Teachers have the right to: Maintain an optimal learning environment Expect appropriate behavior Expect help from administrators and parents Ensure students’ rights and responsibilities are met by a discipline plan that: Clearly states expectations Consistently applies the consequences Does not violate the best interests of the students