Assertive Discipline
Assertive DisciplineAssertive discipline is a structured, systematic approach designed to assist educators inrunning an organized, teacher-in-charge classroom environment. To no one's surprise, Lee andMarlene Canter, when consulting for school systems, found that many teachers were unableto manage the undesirable behavior that occurred in their classrooms. The Cantors, rightfully so,attributed this finding to a lack of training in the area of behavior management. Based on theirinvestigation and the foundations of assertiveness training and applied behavior analysis, theydeveloped a common sense, easy-to-learn approach to help teachers become the captains oftheir classrooms and positively influence their students' behavior. Today, it is the most widelyused "canned" (prepared/packaged) behavior management program in the world. Assertivediscipline has evolved since the mid 70's from a rather authoritarian approach to one that is nowmore democratic and cooperative.The Cantors believe that you, as the teacher, have the right to determine what is best for yourstudents, and to expect compliance. No pupil should prevent you from teaching, or keepanother student from learning. Student compliance is imperative in creating and maintaining aneffective and efficient learning environment. To accomplish this goal, teachers must reactassertively, as opposed to aggressively or non assertively.Assertive teachers react confidently and quickly in situations that require the management ofstudent behavior. They are supported by a few clearly stated classroom rules that have beenexplained, practiced, and enforced consistently. They give firm, clear, concise directions tostudents who are in need of outside guidance to help them behave appropriately. Students whocomply are reinforced, whereas those who disobey rules and directions receive negativeconsequences. Assertive teachers do not view students as adversaries, nor do they use anabrasive, sarcastic, hostile style (as with "hostile" teachers). Neither do they react in a passive,inconsistent, timid, non-directive manner (as with "non-assertive" teachers).Assertive teachers believe that a firm, teacher-in-charge classroom is in the best interests ofstudents. They believe that the students wish to have the personal and psychological safetyexperienced when their teacher is highly competent in directing behavior. The Canters statethat society demands appropriate behavior if one is to be accepted and successful. Therefore,no one benefits when a student is allowed to misbehave. The Canters say that teachers showtheir concern for today's youth when they demand and promote appropriate classroombehavior. Additionally, educators have the right to request and expect assistance from parentsand administrators in their efforts. Assertive discipline provides strategies for gaining thissupport. For example, to gain the support of administration, write your rules, positiveconsequences, and a list of penalties. The list of negative consequences moves from officialwarning/cease-and-desist order, to removal from the classroom. In between are sequentiallymore punitive outcomes for failure to comply with the teacher direction. (You can find out moreabout setting up your classroom management plant inside the "Free podcasts & videos" buttonon the home page of BehaviorAdvisor.com Scroll down to "Setting up your classroommanagement system)
Transactional AnalysisEric Berne, originally trained in psychoanalysis, was a psychiatrist in California, who, inthe 1950s, developed an approach to therapy called transactional analysis (T.A.). Heenvisioned T.A. as a rational approach to understanding behavior.It is framed within the believe that all individuals can learn to “trust themselves, think forthemselves, and make their own decisions. ”Operating from the basic premise that everyperson is born to be a winner, T.A. offers a positive way of looking at ourselves andothers.According to this model, people have the ability to identify behaviors they want tochange and the ability to implement the change. To change, people must identify theirown ego-states. Berne hypothesized that these ego-states consist of permanentlyrecorded scripts in the brain. When we communicate we are doing so from one of ourown alter ego states:Parent: is a language of values ,Adult: is a language of logic and rationality and,Child: is a language of emotions.How can you tell which internal state a student is operating from? Part of the answer isrevealed in the verbal information: that is what the student says. The rest comes fromnonverbal cues. Nonverbal cues include facial expressions, gestures and voice inflections.Parent----hands on hips, pointing the index finger, arms folded across the chest, headwagging, tongue clicking, etc.Child----- tears, temper tantrums, shrugging shoulders, complaining, downcast eyes.Adult-----smiles of approval, and looks that ask for more information.The verbal expressions of the parent usually demand, command, and reprimand(criticism). They are designed to control and direct. They also contain criticisms andlabels. Ex; ”You are just being ridiculous.” “You should be ashamed of yourself.” “Pick upthose books now.”The verbal clues expressed by the child usually take the form of uncontrolled emotion.“Why can’t I go to lunch. Everyone is.” “I want the biggest one.” “My dad can whip yourdad.” “I want my ice cream now.” “My bike is better than yours.” One can tell the adult isin control by listening for the following kinds of questions and statements. “I think Iunderstand what you mean.” “How much time will it take you to finish the job?”
Creating your own Behavior Management SystemThe Four Components of (just about) Any Good Classroom Behavior Management Systema. SET UP RULESThe first ingredient in the behavior management stew is usually implemented during the firstday of school: RULES. Some teachers have devised these guidelines previous to the start of theschool year, and students enter the room to find them posted on the board. Other teachersprefer to involve the youngsters (although the instructor probably already has in mind what thefinal outcome should look like, and tends to direct the pupils in their contributions).1.2.3.4.5.6.Devise 4 to 6 rulesAvoid restating rules that are school wide regulations and expectations.State rules in a positive mannerAssure that your rules are specific and clearIt is important that rules serve students, not vice versa.Post the rules.b. DEVISE CONSEQUENCES FOR WHEN RULES ARE VIOLATEDConsequences provide reassurance to well behaved students that the teacher will protecttheir physical and psychological safety while guaranteeing their right to learn. Thoseconsequences must be viewed by the majority of the students as being punishing in nature, butalso perceived to be fair, fitting, equitable, and sufficient. While it is important to set limits andprovide justice for victims of violations, it is best if consequences encourage and maintain prosocial behaviors while discouraging and eliminating negative behaviors.Many teachers use a three step process when intervening. First comes a request (e.g.,"Please return to your seat."). If ineffective, the second step is the stating of an "I message"(e.g., "I will continue the lesson when everyone is in his/her seat."). If that request fails, theteacher engages in the third step, moving through the list of consequences as long as thestudent fails to display the correct behavior.c. CATCH EM BEING GOODWhile rules and negative consequences are important to the promotion of classroom order,more is necessary in order to change inappropriate behavior to more appropriate actions. Thethird and perhaps most important component of respectful and effective behavior managementsystems is the recognition and rewarding of appropriate behavior. Behaviors that are"reinforced" are more likely to occur again in the future. That's exactly what we want!(Assuming that we're reinforcing appropriate behaviors only. Sometimes teaches inadvertentlyreward negative behaviors with attention, caving in to the student's complaints, etc.) Catchingkids being good is the most effective way to promote appropriate actions
d. BE CONSISTENTThe last or the four components of a strong and respectful behavior management system ispredictability on the part of the teacher. Lack of consistency may promote the student beliefthat rules aren't really important, and that it is OK to interrupt the learning process or victimizeothers. Consistency in rule enforcement and recognition of rule compliance is necessary ifstudents are going to see the value and importance of displaying appropriate behavior. Peoplemake choices about behavior (some consciously, some unconsciously) based on the "pay back"they believe will result. If a teacher is inconsistent in rule enforcement, students may believethat the rewards for misbehavior are greater than those for appropriate behavior. They willgamble that they can escape notice or penalty in a particular situation. It is important to makeconnections clear to your students, follow through consistently, stick to the criteria that you'veestablished, and avoid promising or threatening things that aren't likely to happen (e.g., Saying"I'll suspend you if you get out of your seat" when school policy does not allow such actions, or"I'll call your mother." when you know that she is difficult to contact due to the many odd jobsshe works). Without consistency, your plan is full of holes.
Good-Natured HumorAddressing a student's aberrant behavior in a humorous manner is a great way to send a "ceaseand desist" message without bringing about defiance or hurt feelings. "Cute" joking can serve asa first "reminder" to engage in an appropriate behavior, or halt an inappropriate one. The use ofwit exudes a confident understated guidance while symbolically setting limits.There are two really important things that you should always remember. I forgot the first one.But anyway, the second one is: In order to be effective AND still allow the youngster to save facewhen complying, it is important that the humor be good-natured and non-sarcastic. Hurtfulhumor has no place in the school.Keep in mind that we wish to gain compliance and communication, not dominance. We want toconnect personally with our students, not detach them from us emotionally. Humor (the kind,witty, helpful type) builds interpersonal bridges.Hurtful commentary destroys them.Below, you will find some examples of the humor I speak of. Go beyond the smile these bring toyour lips. Analyze the wit, the thought, the guidance, and structure of the humorous commentsso that you can start to employ this technique.EXAMPLES*A class is walking noisily through the hallway. The teacher gives a surprised look and says "Imust have picked up the wrong class from lunch. My students know how to walk through thehallways quietly." The youngsters smile and return to their usual quiet behavior.*Joseph is running around the classroom with his arms held outward, making airplane noises.The teacher says "Please land that plane on the runway by Joseph's desk and pull it into the deskhanger." With a crashing sound, he plops into his seat and takes out his work. The appreciativeteacher says "Thank you. Please remember that our classroom is a 'no fly' zone."*A student is taking an unusually long time at the drinking fountain. The teacher says "Let's goAnne. If you drink any more, you'll float down the hallway." The student smiles, takes one moresip, and walks back to the room.*Two students are still talking after other students have become attentive to the lesson. Theteacher says "Did you two eat parrot for lunch? Let's close those beaks." They smile andbecome attentive.*Unlike others in the class, Sammy has ignored the teacher's direction to turn his already openbook to page 32. The teacher walks over to his desk and starts pulling at the page of the book,pretending that it is stuck. Finally the teacher, using both arms, pulls it up and over with atremendous struggle and says "Whew. I think that the pages should turn easily from now on.I'm sure that you won't be needing my assistance again."
*Mike comes to class without a pencil, and despite being handed an assignment, does not ask toborrow a pencil. The teacher says "Mike, do you need to sharpen that finger? It looks kind ofdull." Mike laughs and asks to borrow a pencil.When Calibe yells out an answer, the teacher says "Calibe, you must be called upon to give ananswer. Now you don't have to raise your hand, but you must raise your elbow."
Inclusion/Mainstreaming (of students with behavior disorders)THE INCLUSION MOVEMENTStudents with all forms of disabilities have the right to be educated in the least restrictive, mostappropriate environment. The movement toward less restrictive environments is not only aschool phenomenon; it is a societal one with the ultimate goal being to have individuals with alltypes of disabilities live, work and be educated in their own communities. For this reason it isimperative that the schools adjust to serve all students. If we do not, we are doing all of ourchildren a disservice. If one never encounters individuals with disabilities until adulthood, it isconceivable that he/she will not develop the necessary skills for how to effectively live and workwith them.Inclusionary programs provide all students with an increased awareness and understanding ofindividual differences. We have seen far too many examples of how segregation serves as abreeding ground for intolerance, misunderstanding, and perpetuation of myths. I recall watchinga television special on Ruby Bridges depicting the story of when schools were being raciallydesegregated. There had been no attempt to uncover, address and change the beliefs ofstudents, staff or community prior to this move. As a result, Ruby and her teacher were isolatedfrom the rest of the school. Essentially, they became segregated in a setting that was supposedto be inclusionary. It doesn't have to be this way.One of the first groups of students with special needs considered for inclusion were those withvisible, physical handicaps (developmentally delayed, visually impaired, hearing impaired). Therewas general consensus that these individuals did not choose to have their disability and requiredmodifications to function successfully in the mainstream. The environment was expected tomake reasonable accommodations for them. Handicapped entrances, bathrooms, signage inBraille were just some of the modifications made in the physical plant structure. Speciallytrained staff members were hired to act as interpreters. Books on tape, closed-captioned TV andvideo programs were modifications made in instructional materials. With this group of students,members of the school community were given the opportunity to learn about the varioushandicapping conditions and had the opportunity to ask questions. I recall that there wereprograms like "The Kids on The Block" puppet show which came around to the various schools.This program provided a forum for students and staff to learn about the handicaps and askquestions. Students also participated in empathy building activities by simulating visualimpairments, hearing impairments, etc.Another early group of students with special needs, slated for inclusion had difficulties that werecognitively based (speech/language impaired, learning disabled). Although their disabilities werenot visible, per se, there was an understanding that there were physical causes for their disabilityand they, too, had no choice in "fixing" themselves. Richard Lavoie's F.A.T. City (Frustration,Anxiety, Tension) video workshop helped people simulate the challenges encountered bystudents with learning disabilities. Pre-service and in-service courses were developed and
offered to help staff develop a better understanding of learning styles and alternativeinstructional strategies.Children with both physical and cognitive disabilities were provided with adaptive devices, accessto specially trained staff, environmental, instructional and materials modifications that enabledthem to have a chance to be successful in an inclusionary setting. At the same time, our societyreflected the inclusion of individuals with disabilities into mainstream. Similar environmentalmodifications were made in our communities. In addition, public service announcements,posters, sporting events and television shows all showed individuals with disabilities as beingpart of our daily lives.
Weaning kids from rewards and developing internal motivationLevels of ReinforcementThe rewards or "reinforcement" that we use to recognize and promote appropriate studentbehavior differ in the degree to which they promote "inner control". Below, you will see variouscommon "reinforcers" separated into 10 different levels. Level 10 includes "primary reinforcers"(food items), the lowest level of reinforcement. Level one items represent strong internalmotivation on the part of the student. These kids don't need lower level reinforcers (althoughthey are appreciated when given periodically).Whenever you are trying to motivate a youngster, always use the highest level of reinforcementpossible (with some regression at times for certain activities/reasons). Initially, some youngsterswill need food or tangible items to get them to display appropriate behavior, but we will strive tohelp them move to higher levels. We help youngsters to move to higher levels of reinforcementby presenting the present reinforcers (for example, special priviledges/level 7) at the same timeas one at a higher level (for example, social recognition/level 6). This "pairing" of reinforcershelps the higher level one to take on reinforcing value (due to it's association with the presentreward). Lower level reinforcers are then "faded out" (decreased) as higher level ones start towork.Level 1. Challenging oneself for self-evaluation purposes-evaluating one's own work (strengths and weaknesses) and identifying ways to improveLevel 2. Deciding how s/he will learn the material-class discussionLevel 3. The work products effect the look of the classroom-designing and making a bulletin board that shows what has been learnedLevel 4. Student decides upon the conditions under which s/he works (as long as s/he is on task)-dim lightingLevel 5. Response Topography (Students decide how they will display/evidence theirknowledge/ability)-writing their work on the boardLevel 6. Social Approval (working for the recognition and approval of others)-displaying work on the "Super worker" boardLevel 7. Special Priviledges (effort/performance earns preferred duties)-filmstrip projectionistLevel 8. Contingent Activities(The "Premack principle"---You must do the activity you dislike to earn the one you enjoy)Level 9. Tangible Rewards something that can be held/touched, but is not eaten)-achievement badgeLevel 10. Edible Rewards ("Primary reinforcers")-peanutsResource Links:
Assertive Discipline.htmlTransactional Analysishttp://www.metu.edu.tr/ tmCreating your own Behavior Management tmlGood-Natured InclusionOfEBD.htmlWeaning kids from rewards and developing internal mentLevels.html
Assertive Discipline Assertive discipline is a structured, systematic approach designed to assist educators in running an organized, teacher-in-charge classroom environment. To no one's surprise, Lee and Marlene Canter, when consulting
Classroom management is one of the greatest obstacles for educators. There are many theories and state mandates about the proper way a teacher should handle student misbehavior. The most common forms of classroom management are assertive discipline and cooperative discipline. Assertive discipline is the most
Performance Development Pty. Ltd. Seven Keys To Becoming More Assertive 7 / 27 The assertive person will speak up and confidently express their needs, ideas or concerns without apology. But they are equally willing to listen to the other person’s views – and are willing to engage in co-operative problem solving to seek a fair resolution if .
Assertive! as a reference to provide assertive responses if students are stuck. (15 minutes) STEP 6: When there are 5 minutes left in the class, stop and tell them about the homework assignment. Explain that they are to go home and “teach” a parent/caregiver the difference between passive, assertive
Read the story of Two Travelers and a Bear. 2. Discuss how one traveler was timid and frightened and the other was confident and assertive. The first ran away, while the second bravely thought of an idea to handle the situation without being mean, hurtful, or posing a fight. 3. Share definition of assertive:having a bold and confident manner .
classroom climate that will be conducive to teaching and learning. Also, the teacher will have more success in dealing with parents of students who struggle with social skills (Hill, 1990). The Canter approach seems ideal and many schools in North America have adopted Assertive Discipline (Curwin &
Lee Canter Background California State University Southern California University Psychiatric social worker Can have positive impact Created program with wife Author . Marlene Canter Taught at Loma Elementary Special Education teacher . Canter.L. & Canter,M. (2001). Assertive discipline
LEE & MARLENE CANTER ASSERTIVE DISCIPLINE MODEL Erica Trick - Chad Ludwig - Hannah Williams - Zonnie Packard . D. M. , 2006-06-19 "Power-assertive discipline and child adjustment: Emotional availability a
Albert Woodfox, 68, has been in solitary confinement since his conviction in 1972 for the murder of a prison guard. He has always maintained his innocence. There is no physical evidence to link him to the crime; the conviction relied pri-marily on the testimony of an eye witness who received favours, including his re- lease, for cooperation. Albert’s conviction has been overturned three .
