L EE & M ARLENE C ANTER “Assertive Discipline” Alison Nigra, Danielle D’Aurelio, Ashley MacDonald, J. Kyle Degabriele

BIOGRAPHY Lee Canter: Developer of Assertive Discipline and Classroom Management for Academic Success A creator of cutting-edge training programs for educators As a teen he realized firsthand the power teachers have to change a student’s behaviour. Attended California State University, then completed a master’s degree in social work at the University of Southern California Realized that if teachers were trained to manage their students’ behaviour, they could have a positive impact on those students’ lives Lee’s passion for helping children succeed in the classroom led to the research and development of his well-known Assertive Discipline program

B IOGRAPHY C ONTINUED … Marlene Canter: Named “Woman Executive of the Year” in May 2006 for her leadership on the board by the Los Angeles Business Journal Has a 30-year career as co-CEO of a successful teacher training company Created the Los Angeles Board’s Human Resources Committee which strives to hire very qualified teachers Began her career in education as a special education teacher Went on to co-found and serve as the co-CEO of Canter & Associates, now Laureate Education, Inc. Is actively involved on many educational councils, boards and advisory committees

C ANTER & A SSOCIATES (L AUREATE E DUCATION ) The company became one of the world’s leading teacher-training organizations and trained more than 1 million K-12 teachers worldwide. It developed an extensive catalogue of professional development programs, distance learning graduate courseware and resource materials for teachers, administrators, and parents.

C ENTRAL T ENETS OF “A SSERTIVE D ISCIPLINE ” Assertive Discipline suggests dealing with behaviour at the time or its occurrence This is accomplished through establishing a plan which makes the student responsible for their own behaviour and the consequences that result from them Assertive Discipline consists of… Stating expectations clearly Repetition in stating these expectations Use of a clear, firm, calm voice and eye contact Use of non-verbal cues that support verbal statements Influence behaviour without threats

S PECIFIC E XAMPLES OF P OSITIVE C ONSEQUENCES Personal Attention Positive Notes Special Awards Material Rewards Home Rewards Group Rewards By providing these positive awards, students feel more welcome in the classroom, increase a bond with the teacher and are more likely to comply with expectations

A PPLICATION IN THE C LASSROOM Praise appropriate behaviour more than you apply negative consequences for inappropriate behaviour Responses need to be appropriate Firmly remind students to stop inappropriate behaviour (do not ignore) Follow through with appropriate consequences Eye contact, the use of student names and repetition are essential and very effective

A PPLICATION C ONTINUED … Teachers should decide what is best for their students and expect their compliance to this Encourage cooperation in the classroom (to maintain a successful teaching environment) Exude confidence when responding to behavioural situations Post clearly stated rules in the classroom Build relationships and bonds with students (based on trust) Listen carefully to students Respect students and treat all of them fairly

A PPLICATION TO S PECIAL E DUCATION Canter suggested to treat students fairly but not equally- relates to special education since a teacher must have individual tasks for special needs Repetition is a key aspect which is an excellent tool to enforce a topic for students who have troubles understanding For students who are autistic or behaviourally challenged, rules stress that the class should be a welcoming place without yelling, physical aggression, etc. Positively reinforce struggling students

S YNTHESIS OF K EY I DEAS Assertive Response Styles Non-assertive (Passive): Feel it is wrong to place demands on students Fail to establish standards of behaviour Fail to back up words with appropriate action Assertive: Make expectations known to students, parents, or administration Calmly insist students comply Back up their words with reasonable action With compliance of teacher, students receive positive benefits Hostile: Punishment approach Shouting/threats Sarcasm Over-bearing

A PPLICATION TO S ARA PORTER Why do you believe that Sara is failing according to Lee and Marlene Canter?

A PPLICATION TO S ARA PORTER Teacher may be hostile towards Sara since she continuously put her down and didn’t pay attention to her specific needs Ms. Mercer may also be passive since she does not follow-up with lesson expectations She is not assertive since there is no mutual trust Ms. Mercer should be giving more positive reinforcements rather than stating what Sara did wrong Ms. Mercer did not implement firm reminders when Sara did something wrong (ex. There was no follow-up with the journal incident)

R ECOMMENDATIONS, S OLUTIONS AND S TRATEGIES FOR S ARA P ORTER Teacher should use more positive discipline techniques with Sara instead of getting angry every time Sara disrupts the class Should provide a positive incentive (ex. Giving Sara responsibilities in class) to increase Sara’s esteem in the classroom Teacher should form a more trustful bond with the student by praising appropriate behaviour

R ECOMMENDATIONS C ONTINUED By doing so, teacher becomes more assertive since the teacher can provide expectations and new individual learning for Sara At the time inappropriate behaviour occurs, teacher should not undermine Sara, but rather use effective discipline techniques as the situation unfold Teacher must be firm, yet fair!

R EFERENCES Canter, L., & Canter, M. (2001). Lee Canter’s Assertive Discipline. Santa Monica, CA: Solution Tree. Los Angeles Unified School District. (2003). Marlene Canter LAUSD Board President. Retrieved November 5, 2008, from members/canterbio8-06.htm McIntyre, T Assertive Discipline. Retrieved November 5, 2008, from E/AssertiveDiscipline.html Solution Tree. (2008). Lee Canter. Retrieved November 5, 2008, from tree.com/Public/ProfDev.aspx?ShowBio=true&authorid=1362 University of Derby. (2008). Assertive Discipline. Retried November 5, 2008, from m