1. ‘ASSERTIVE DISCIPLINE’
Positive Behaviour Management

2. Is discipline is the result of reward and punishment OR reward and punishment is the result of discipline

4. ASSERTIVE DISCIPLINE The empowered Teacher
1.You have the right and the responsibility to establish rules and directions that clearly define limits of acceptable and unacceptable student behaviour.
2. You have the right and the responsibility to teach students to consistently follow these rules and directions throughout the school day and school year.
3. You have the right and the responsibility to ask for assistance in handling the behaviour of students.

5. DISCIPLINE Theory into Practice
Rules
Rewards
Consequences

6. Rules
Rules that will let students know what behaviours are expected in the classroom at all times
Limited number
Rules that are observable. Vague rules are difficult to apply
Rules that apply to behaviour only
Consider involving students in choosing rules
DDL 2010

7. Reward- Positive Recognition Praise Tangible rewards
Non-verbal
Verbal
Tangible rewards
Individual / behaviour certificates etc.
Class Wide Rewards
Special privileges
Positive notes home
DDL 2010

8. USING POSITIVE RECOGNITION TO MOTIVATE PUPILS TO BEHAVE
Positive reminder to reinforce pupils who are not yet following directions
Use scanning and circulating techniques and recognise the appropriate behaviour as you teach
Make a goal to praise every student sometime throughout the day
Use the class-wide recognition system to motivate your class toward a specific behavioural goal
DDL 2010

9. CONSEQUENCES / SANCTIONS
STUDENTS deserve structure
STUDENTS deserve limits
must be something that STUDENTS do not like but never physically or psychologically harmful
are a CHOICE
do not have to be severe to be effective
easy for you to implement
must be appropriate for your pupils

10. REDIRECTING NON-DISRUPTIVE OFF-TASK BEHAVIOUR
Differentiate between disruptive and non-disruptive behaviour
Non-verbal
”The Look”
Close proximity
Verbal
Use the pupil’s name
Proximity praise
If redirecting is not effective it may be appropriate to provide a consequence
DDL 2010

11. Types of Child Discipline
Time-Out
Rules and Responsibilities
Academic Discipline
Discipline of Isolation
Corporal Punishment
Praise
Loss of Privileges
Consistency in Discipline

14. Reward
To give in return, whether good or evil; -- commonly in a good sense; to requite; to recompense; to repay; to compensate. Regard; respect; consideration. That which is given in return for good or evil done or received; esp., that which is offered or given in return for some service or attainment, as for excellence in studies, for the return of something lost, etc.; recompense; requital

17. Punishment
is the authoritative imposition of something negative or unpleasant on a person or animal in response to behavior deemed wrong by an individual or group. Inflicted unpleasantness without authority is not punishment, but is characterized as some else.

18. Punishment Set high but reasonable standards.
Stay alert for good behavior and award it
Enforce rules consistently
Effective communication

19. Using punishment effectively-
should not damage the child’s self esteem.
Should be swift (quick)
Should be consistent
Should be explained
Should not have negative side effect
Should no be physical
Time out
Negative reinforcement