1. ?

3. Developed in the 1970’s by Lee and Marlene Canter
Non- assertive
Hostile
Assertive

5. Teachers have the right to teach
Students have the right to learn
What an assertive teacher needs to do

6. What do you feel are the features of Assertive Discipline?

7. Factors that effect Behaviour
Cultural
Social
Psychological
Emotional

8. Needs Of Difficult Students
The Canters describe three basic needs that underlie difficult behavior.
Need for extra attention
Need for firmer limits.
Need for extra motivation.

9. Individual Discipline Plans
May be required for chronic misbehavers
Adaptation of classroom behaviour management plan.
Involves:
Expectations
Consequences of inappropriate behaviour
Understanding of positive recognition for appropriate behaviour

10. One-on-one Conferences
Meeting between teacher and student to discuss behaviour
Outlines the individual discipline plan
Teachers should
Show empathy and concern.
Student gives reason for behaviour.
Outline how student can improve behaviour
Agree on a course of action.

11. How do individual students impact the classroom?

12. Effects on Classroom Organisation and Teaching strategies

13. Physical Layout Time Out Area
Time Out Area
Students easily & quickly accessed at all times
View all areas from Teacher’s desk

14. CLASSROOM DISCIPLINE PLAN
RULES that students must follow at all times
POSITIVE RECOGNITION that students will receive for following the rules
CONSEQUENCES that result when students choose not to follow the rules.
CLASSROOM RULES
Follow directions.
Keep hands, feet and objects to yourself.
No teasing or name calling.
POSITIVE RECOGNITION
Praise
First in line for recess
Positive notes sent home to parents
Positive notes to students
Eat lunch with teacher
Select on seat on Friday
CONSEQUENCES
First time a student
Breaks a rule: Warning
Second time: minutes working away from group
Third time: minutes working away from group
Fourth time: Teacher calls parents
Fifth time: Send to principal
Severe clause: Send to principal
Lee Canter, 1992.
(Canter, 2001)

15. Rules, rules, rules and rules!

16. Constructivist Theory
Assertive Discipline
Constructivist Theory

17. Applying Rules in a constructivist environment

18. Teaching without interruption – How is this done? Be Assertive
“The basis of implementing AD in the classroom is the recognition of Rights, the rights of the student to learn in a safe environment and the rights of teachers to teach as they believe is correct and without interruption”
(Charles, 1999)
Teaching without interruption – How is this done?
Be Assertive
A trusting relationship with students
Having “good classroom discipline”

19. Building Relationships
Good discipline?
The Canters believed it is not the number of rules or severity that makes consequences effective, but rather the teacher's consistency in applying consequences.
Building Relationships
- Positive Recognition
- Praise over all other rewards
- Encourages self-esteem and good behaviour
- Calls or notes home about positive behaviour
- Classwide Positive Recognition

20. The Rules
They need to be developed with and then taught to the Class
Limited in number (3-5)
Related to behaviour and not academics
Need to be specific behaviours and not vague rules like “Respect others”
Are ALWAYS in effect
The most important one is “follow directions”
Directions?
You’re explicitly teaching Students how they are expected to behave;
Students can’t be expected to know automatically how to behave in every situation
Are instructive rules that last for an individual session and can change from lesson to lesson
Works with routine activities well
Reinforced regularly with positive repetition

21. Breaking the rules Non-Disruptive Behaviour Disruptive Proximal praise
Use of Names
Eye Contact
Disruptive
Same techniques but also Hints, I-wants and Demands
Warnings are given before invoking Consequences
Touch as reinforcement

22. Breaking the rules

23. Consequences Hierarchy
Is developed with the Rules and shows the consequences to breaking the rules
All students need to agree with it
Each step is more unpleasant than the last
Severity Clause
When the student breaks the rules they are choosing the consequence
Consistency:
Admin and Parent Support
Records are kept in a Journal

24. Basis for implementing

25. Consequences in the classroom

26. “Will this approach facilitate the cognitive, affective, and social and moral development of children and adolescents?”

27. Do you think this model is a good way to run a classroom?
Yes No

28. Q: ’Does this model allow students to learn and to think for themselves?’
“If we train our children to take orders, to do things simply because they are told to, and fail to give them confidence to act and think for themselves, we are putting an almost insurmountable obstacle in the way of overcoming the present defects of our system and of establishing the truth of democratic ideals.”
(Dewey 1915)
Yes No

29. Treats the symptoms and not the causes

30. Are there any elements of Assertive Discipline that you disagree with?

31. Benefits
Short Term

32. Transfer Value
Limited

33. Devaluation of self discipline!

34. Do you agree that this is a successful behaviour management model?
Yes No

35. References
The Canter and Jones Models,canter.html. Retrieved on 4 August 2009 fromhttp://
Assertive Discipline. Retrieved on 4 August 2009 fromhttp://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/AssertiveDiscipline
Canter, L. and Canter M. (1976). Assertive discipline: a take charge approach for today’s educator. Seal Beach: Canter & Associates.
Canter, L. & Canter, M. (2001). Assertive discipline positive behaviour management for today’s classroom. Los Angeles: Canter and Associates.
Canter, L (2001). Assertive Discipline 3rd edition, California: Canter & Associates.
Charles , C. M. (1999). Building classroom discipline. New York : Longman.
Dewey, J. (1915). Schools of to-morrow. New York: E.P. Dutton.
Edwards, H. & Watts, V. (2004). Classroom discipline and management: an Australasian perspective. Milton: John Wiley & Sons.
Edwards,C, H & Watts, V (2008). Classroom Discipline and Management 2nd Edition John Wiley& Sons Australia, Ltd

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