LEE CANTER ASSERTIVE DISCIPLINE PDF

Assertive Discipline Assertive discipline is a structured, systematic approach designed to assist educators in running an organized, teacher-in-charge classroom environment. The Cantors, rightfully so, attributed this finding to a lack of training in the area of behavior management. The Cantors believe that you, as the teacher, have the right to determine what is best for your students, and to expect compliance. Student compliance is imperative in creating and maintaining an effective and efficient learning environment. To accomplish this goal, teachers must react assertively, as opposed to aggressively or non assertively. Assertive teachers react confidently and quickly in situations that require the management of student behavior.

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According to Canter, well-behaved students have the right to learn in a classroom without distraction. This means that the teacher must discipline poorly behaved students in the best interests of the rest of the class. The Right to Teach. Teachers should be given the same right to a peaceful working environment as other professionals. Teachers must be in Control. Canter is critical of behavior management approaches that dilute the control of the teacher. The teacher, as the adult in the room, has the responsibility and duty to control the classroom environment.

Clear Boundaries must be Set. A teacher needs to develop a clear discipline plan. This plan should unambiguously state the boundaries of appropriate vs. It should also state for students the exact corrective actions that will occur if students do not respect those boundaries. Students and parents need to understand and consent to the rules. Positive Reinforcement.

Teachers should publicly acknowledge positive behaviors of one student in front of the whole class. Recognition and acknowledgement of everyday positive behaviors will show students who respect class rules that their compliance and respectful manners are appreciated.

Positive Repetition. Like positive reinforcement, positive repetition involves publicly acknowledging positive behaviors. Furthermore, it involves repeating instructions and explicitly stating the positive behavior in the statement of recognition.

Great job, James! While the Canters highlight that proactive and positive discipline are ideal, when students overstep boundaries, consequences must follow. These consequences must be written down in advance on the discipline plan , followed-through in all instances, and applied equally to all students.

By following-through with your consequences plan, students learn that the rules are serious and must be respected. Behaviors should be taught through Modelled and Direct Instruction. It is not enough to simply enforce rules with rewards and punishments. To earn the respect and trust of students, teachers should always behave within the guidelines of the rules they have set out for students. Furthermore, teachers need to directly instruct students on how to behave by explicitly repeating the roles and insting upon them being followed.

It is possible to Teach Difficult Students. Proactive Discipline is better than Reactive Discipline. Proactive discipline involves anticipating poor behavior and making a plan on how to prevent it.

Reactive discipline involves waiting until a student has misbehaved before coming up with a disciplinary response. Assertive discipline prioritizes proactive strategies such as setting up classroom rules and praising positive behavior.

Teachers should build Relationships with their Students. Canter and Canter place strong emphasis on trust. They believe that discipline in the classroom is easiest to achieve when students trust and respect their teacher. Canter and Canter state that trust can be built through getting to know students, greeting them by name, learning about their interests, having personal one-to-one conversations with them, acknowledging birthdays and special events, and getting to know their parents well.

Strengths and Weaknesses Creates a calm and positive learning environment which benefits student learning. The focus on structure could be beneficial to students with autism who often crave order and certainty. Students have very clear behavioral guidelines which minimizes ambiguity. The underlying cause of misbehavior is often overlooked by the teacher who has a rigid and unwavering discipline policy.

Students are expected to be passive learners when it comes to behavior rather than actively involved in discussing and negotiating rules. Assertive vs. Non-Assertive vs. Hostile Discipline Canter and Canter argue there are only 3 types of teacher. They are the assertive, non-assertive and hostile teacher. In outlining these three types of teacher, they show that the assertive educator is their preferred type. This teacher is firm but not hostile to their students.

Here are the three types explained: Non-Assertive Teachers: A non-assertive teacher finds that their students regularly break rules because the teacher inconsistently applies rules, does not employ proactive disciplinary strategies and fails to show their students that they are serious about the boundaries they have set.

This teacher sets clear rules and disciplines students who overstep the rules. However, they are also too quick to punish and do not use praise and warmth regularly in the classroom. This sort of teacher may see students as their adversaries rather than people they are there to help.

Assertive Teachers: An assertive teacher regularly talks with their students about why their rules exist. This teacher talks about how rules help achieve fairness, balance and a positive atmosphere in the classroom. They understand that students need praise and warmth so they actively work to catch positive behavior and reward it.

This teacher hopes to use disciplinary action rarely, but applies it consistently so that boundaries are not broken. Practical Examples of Assertive Discipline Canter and Canter have provided many practical examples to help guide teachers on how to use their approach. Below are a few. It involves starting with small disciplinary actions such as warnings for first-time offences.

If students continue to break rules, the severity of the discipline will escalate. The teacher should have the discipline hierarchy written down in their discipline plan and students should be aware of the procedure in advance. Example First Infraction Warning : The first time the student breaks the rules, the teacher issues a warning.

The teacher explicitly says that it is a warning and reminds the student of the correct behavior. You have been asked not to enter the cloak room during class time. This may be a 5-minute then minute time out or withdrawal of a privilege later in the day. The teacher should let the student know that the punishment is a direct consequence of their behavior. If the parents are called, Canter and Canter suggest that the student should place the call and explain themselves on the call.

This clause means that misbehavior is so severe that no warnings will be put in place and the issue will be escalated immediately. Examples may include fighting, bullying or intentionally putting other students in physical danger. Approach 2: Discipline Plans Canter and Canter argue that a discipline plan is an absolute necessity in the classroom.

Teachers should create the discipline plans and present them to students and parents at the start of the year. The discipline plan should have the following aspects: Classroom Rules List: A short list of achievable classroom rules should be set out for the students. The rules should cover all eventualities. This list should be visible to students in the classroom throughout the year. Positive Recognition: The teacher should note down examples of positive recognition that they will provide to students as a part of their regular daily teaching strategy.

Corrective Actions on a Discipline Hierarchy. The teacher should create a list of corrective actions that will be used as part of their discipline hierarchy. This should be shown to students so they are aware of consequences of actions. Severity Clause.

Students should know that severe behaviors that violate the rights and safety of others may be escalated to parents or the principal without the use of the discipline hierarchy. Approach 3: Regular Classroom Procedures Regular classroom procedures involve teaching strategies that educators can use to help them keep control of the class. Examples include: Modelling and Direct Instruction. They suggest providing clear and unambiguous behavior procedures such as how to enter a classroom appropriately prior to getting students to practice that behavior.

They also suggest explaining the rationale for this direction, giving students the opportunity to ask questions, and checking for understanding via questioning techniques. Gestures are powerful ways to communicate with students. Scanning and Circulating the Classroom. Circulating the room involves physically moving around the room. This is more effective because the students feel your presence as you walk past them, which reminds them that you are keeping an eye on their behavior.

Table Layouts. When students are misbehaving in ways that do not distract the rest of the class such as doodling instead of doing their work , the teacher can use positive reinforcement to support them. Canter and Canter argue that teachers should talk to the students about why their behavior is inappropriate and guide the student back onto track.

This redirection prevents the need for negative disciplinary action. Redirection is useful in circumstances where the student is not being directly rude or disrespectful to others. Diffusing Confrontation. When students break rules, confrontation may occur. Canter and Canter state that confrontation should be diffused by the teacher in order to maintain a calm and professional environment. While a teacher can re-engage with an issue and provide negative consequences at a later time to prevent hostile confrontation, they should never let a student get away with breaking the rules without facing the consequences laid out in the discipline plan.

Theoretical Links Assertive discipline is closely linked to behaviorist theory in education. However, this approach has also been challenged by other learning theories. If a teacher is cruel or unfair, there is no avenues for students to achieve justice. Friere advocates instead for a problem posing approach to education.

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Types of Classroom Management: Assertive Discipline

According to Canter, well-behaved students have the right to learn in a classroom without distraction. This means that the teacher must discipline poorly behaved students in the best interests of the rest of the class. The Right to Teach. Teachers should be given the same right to a peaceful working environment as other professionals. Teachers must be in Control. Canter is critical of behavior management approaches that dilute the control of the teacher. The teacher, as the adult in the room, has the responsibility and duty to control the classroom environment.

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11 Key Features of Assertive Discipline Theory (2020)

Assertive discipline is very structured and systematic. While consulting for many school systems throughout the United States, the Canters found that the majority of teachers were having difficulty controlling bad behavior in their classrooms. They also found that many teachers were lacking appropriate training in classroom management. Using a positive behavior management model that focused on cooperation, rather than authoritarian methods, to gain positive classroom behavior, the Canters hit upon a truly workable device that has helped thousands of teachers gain confidence in the classroom. Assertive Discipline has grown considerably since the s and is currently one of the most widely used classroom management training programs in the world.

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Assertive discipline

For elementary students these might be: Follow directions. Keep hands, feet, and objects to yourself. No teasing or name-calling. Assertive Discipline It is critical that classroom rules must be easily understood and observable so that there is no room for interpretation.

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