1. ASSERTIVE DISCIPLINE LEE AND MARLENE CANTER By: Stacie Herrington

2. WHO ARE THEY? Lee CanterMarlene Canter California State University M.S. Social Work at Southern California Served as a psychiatric social worker for children in Southern California Author of over 40 best selling books for educators and parents Oprah, The Today Show, and Good Morning America BA in social welfare from California State University Teaching credential from Pacific Oaks College Taught special education An advisor to Children’s Partnership, a national nonprofit, nonpartisan child advocacy organization 2006 Woman Executive of the Year Met in 1968 Married in 1970

3. WHAT DID THEY DO?  Developed Assertive Discipline, a structured, systematic approach designed to assist educators in running an organized, teacher- in-charge classroom.  Founded Canter and Associates, Inc. in 1976  Developed products aimed toward motivation, violence prevention, instructional strategies, etc.  Provided development training for teachers. LEE AND MARLENE CANTER

4. WHAT DID THEY DO?  Developed a common sense, easy-to- learn approach to help teachers become the captains of their classrooms and positively influence their students' behavior. LEE AND MARLENE CANTER

5. WHY DID THEY DO IT? When consulting for school systems, found that many teachers were unable to manage the undesirable behavior that occurred in their classrooms. LEE AND MARLENE CANTER

6. WHY DID THEY DO IT? Found root cause of problem was a lack of training in behavior management. LEE AND MARLENE CANTER

7. FOCUS OF METHOD Creating a classroom climate in which students may learn and teachers may effectively teach by: Attending closely to student needs Formalizing good class rules of behavior Teaching students to behave properly Talking helpfully with students who misbehave Establishing a sense of mutual trust and respect

8. Stating and teaching expectations early Persistence in stating expectations Use of a clear, calm, firm voice and eye contact Use of nonviolent gestures Influencing students behavior without threats or shouting Practicing broken record techniques Assertive Discipline

9. TYPES OF TEACHERS  Hostile  Non-Assertive  Assertiv e

10. HOSTILE TEACHER  Must always have the ‘upper hand’  Students as the enemy  “Lay down the law”  “Sit down, shut up & listen”  Life’s Not Fair CHARACTERISTICS

11. HOSTILE TEACHER  Take away pleasure of learning  Harsh responses stunt trusting relationships  Start kids down the path of hating school RESULTS

12.  Passive  Expectations not clear  Inconsistent  Wishy-Washy (How many times do I have to tell you?) NON-ASSERTIVE TEACHER CHARACTERISTICS

13.  Students do not take teacher seriously  Teacher feels stressed  Volcanic NON-ASSERTIVE TEACHER RESULTS

14.  Expresses expectations clearly and confidently  Builds trust  Teaches students how to behave  Clearly states consequences  Consistently enforces consequences ASSERTIVE TEACHER CHARACTERISTICS

15.  Balances students’ need for structure and empathy  Realizes students need direct instruction on how to behave  Creates environment for teacher and students to each meet their needs ASSERTIVE TEACHER RESULTS

16. TEACHER BEHAVIORS  REACTIVE  PROACTIVE

17. REACTIVE BEHAVIOR  Responds to student stimuli when faced with different situations  This increases the chances of anger and stress CHARACTERISTICS

18. PROACTIVE BEHAVIOR  Anticipates what students will do and say  Thinks about how to respond to different behaviors  Remembers they have a choice on how to respond  Does not give up on difficult student CHARACTERISTICS

19.  Recognize and remove road blocks  Practice the use of Assertive response styles  Set limits  Follow through  Implement POSITIVE Consequences 5 Steps to Assertive Discipline

20. Recognize and remove road blocks  Be optimistic.  Recognize the behavior of all students can be influenced in favorable ways.  All students need limits and teachers have the right to expect and set them.  Teachers have the right to ask for and receive help.  All students cannot be treated exactly the same way. STEP 1

21. Practice the use of Assertive response styles  Teachers make expectations clear.  Continually insist students comply.  Reinforce words with actions.  Provide positive reinforcement.  Allows teacher to impose pre-stated consequences that reasonably punish misbehavior. STEP 2

22. SET LIMITS Request appropriate behavior STEP 3 THREE TECHNIQUES Deliver verbal limit using tone of voice, eye contact, gestures, etc. broken record technique

23. Hints Statements made from time to time reminding students of the teacher's expectations Demands Statements that direct students what to do Questions Hints or commands put in the interrogative form I-messages Telling students how behavior is affecting the teacher REQUESTING APPROPRIATE BEHAVIOR STEP 3

24. Physical touch: A hand lightly placed on a shoulder communicates forcefulness combined with sincerity Gestures: Facial expressions together with arm and hand movements accentuate messages. Use of student names Tone of voice: Firmly neutral and businesslike; not harsh, abusive sarcastic, or intimidating Eye contact: Look students straight in the eye

25. STEP 3 Insistent repetition of original message Firm but kindly insistence. Use only when students refuse to listen Use when students persist in responding inappropriately Use when students refuse to take responsibility for their own behavior Preface repetitions with, 'that's not the point' or "I understand, but" Use a maximum of three times.

26. Example of broken record technique STEP 3 "Alex, we do not fight in this room. I will not tolerate fighting. You must not fight again." "It's not my fault. Pete started it. He hit me first." "I understand that might be the case. I didn't see it. However you will not fight in my class." "Well, Pete started it." "That may be. I'll watch, but you must not fight in this class." Teacher: Student: Teacher: Student: Teacher:

27. STEP 4 FOLLOW THROUGH Students have already been made aware of the consequences, either good or bad, that will follow the behavior they choose.

28. Make promises, not threats A promise is a vow to take appropriate action when necessary. A threat is a statement that shows intent to harm or punish. Select appropriate consequences in advance Teachers should have a bank of several specific consequences to draw on when necessary. These consequences should be both positive and negative, with differing degrees of severity for violations of the rules. FOLLOW THROUGH GUIDELINES STEP 4

29. IMPLEMENT POSITIVE CONSEQUENCES STEP 5 Positive side of the picture is more important to the maintenance of good discipline. Successful involvement with students when they behave appropriately builds influence with the students, leads to a decrease in the amount of problem behavior and makes for a happier and more productive classroom.

30. Personal attention from the teacher Positive consequences STEP 5 A positive, personal response from the teacher is one of the most rewarding experiences a student can have.

31. Positive notes to parents Positive consequences STEP 5 When you catch a child behaving appropriately, brag to their parents

32. Special awards Positive consequences STEP 5 Students respond well to special awards given for high achievement, significant improvement, etc. Set up a system of positive consequences that you can easily enforce.

33. Positive consequences STEP 5 Special privileges EXAMPLES: Helping to care for classroom animals or equipment Helping with class materials Working together with a friend Choose any seat for a day or week Ten minutes of free time

34. EXAMPLES: Young students like stickers, badges, ribbons, etc. Older students like to receive posters, pencils, rubber stamps, etc. STEP 5 Material rewards Positive consequences

35. In collaboration with parents, privileges can be extended to the home. EXAMPLES: Completing homework can earn extra television time Reading an extra book can earn a favorite meal Positive consequences Home rewards STEP 5

36. EXAMPLES: Dropping marbles into a jar when the entire group remains on task and works hard. When the jar is filled the class is treated to something special. Completing a series of letters on the board that eventually reveal a secret word, such as "Popcorn Party". The class then receives a popcorn party as a reward. Positive consequences STEP 5 Group rewards

37. misbehavior consequences STEP 5 Example of Misbehavior Consequence : First - Name on board (a warning) Second - Check by name (5 minute detention) Third - Second check (15 minutes detention) Fourth - Third check (30 minutes detention; student phones parents and explains) Fifth - Fourth check (30 minutes detention; student phones parents, explains, and meets with the principal.) Sixth - Student suspended. MATTER-OF-FACT MANNER BE CONSISTENT

38. DIFFICULT TO HANDLE STUDENTS Continually Disruptive Persistently Defiant Demanding Attention Unmotivated Denies Authority Cause Frustration, Anger & Stress CHARACTERISTICS

39. DIFFICULT TO HANDLE STUDENTS You can… create an environment to help them You can’t…. change or cure them

40. DIFFICULT TO HANDLE STUDENTS WAYS TO HELP THIS STUDENT ACHIEVE Communicate Reach out Meet special need

41. REACHING OUT Build trust by: Anticipating what the student will do and say Choose how you will respond Do not give up on the student

42. DIFFICULT TO HANDLE STUDENTS BASIC NEEDS extra ATTENTION formal LIMITS MOTIVATION

43. FULFILLING NEEDS DIFFICULT TO HANDLE STUDENTS If needs attention: Give the maximum amount of attention in the least amount of time If needs firmer limits: Enforce class rules in a non-confrontational way If needs greater motivation: Let him know that you have faith in his ability

44. Stay CALM Take a deep BREATH COUNT to five DIFFICULT TO HANDLE STUDENTS DEFUSING CONFRONTATIONS Depersonalize the situation Covert Confrontation: Talk to student LATER Overt Confrontation: Do not engage yourself but acknowledge behavior and request cooperation Hostile: Back off and continue matter later

45.  Assertive discipline program can be implemented at any time  The first few days of a new school year are an especially favorable time to introduce the program.

46.  Decide on behaviors you want from students and determine the positive and negative consequences that will accompany them.  Take a clear and concise list to the principal for approval and support.  Keep the list of behaviors (rules) to five or less.

47.  On first meeting with the new students discuss the behaviors, consequences and the methods of follow through you intend to use.  Make clear that all students must comply with the rules.  Tell the students exactly what will happen each time a rule is broken. (The consequences they can expects for the first, second, third offense, etc.)

48.  Ask students to write behaviors and consequences on a sheet of paper, to take the plan home and to have their parents read and sign it. Have them return it to you the next day.  Emphasize that these rules will help the class develop a sense responsibility for learning and behaving acceptably.  Reinforce the message over a period of time at appropriate occasions.

49.  Ask students to tell you in their own words what they believe you expect of them and what the consequences will be for both compliance and violations.  Prepare a short letter describing the plan to parents in which you ask for their support and express your pleasure in being able to collaborate with them in efforts to benefit their child.  Implement the assertive discipline plan immediately.

50.  OBSERVABLE  POSTED  STUDENT INVOLVED CLASSROO M RULES

51. GOOD LUCK AND REMEMBER Catch a student being "good“ Recognize and support them when they behave appropriately Consistently let them know you like what they are doing. THE END