By: Candice Rivard

1. Assertive Discipline By: Candice Rivard

2. What is Assertive Discipline? Americans Lee and Marlene Cantor developed a behavior management model that was based on consistency, follow through and positive relationship-building. When put into practice, it was evident that when students were given clear expectations and consistent follow through, most children, even the very disruptive ones, are able to choose appropriate behavior, therefore increasing their opportunities for greater success in school.

3. Creating a discipline plan • A classroom discipline plan consists of three parts: • Rules that students must follow at all times; • Positive recognition that students will receive for following the rules; and • Consequences that result when students choose not to follow the rules.

4. Rules • To successfully manage the classroom, the teacher first has to know how he/she wants the students to behave. • The teacher needs to be very clear about what the expectations are, and how those expectations will be communicated. • The Cantor’s found that successful teachers have a minimal number of rules which are in effect at all times, in all activities, all day long.

5. What do all of these basic rules have in common? What makes them appropriate classroom rules? • First, these rules are observable. • They address behaviors that teachers can see clearly. • The more observable a rule is, the easier it is for students to understand and comply with it. • Second, each of these rules is applicable throughout the entire day. • No exceptions. • They apply no matter what activity is taking place. Remember, classroom rules must be designed to teach appropriate classroom behavior.

6. Positive Recognition • When teachers recognize appropriate behavior, they provide students with positive reinforcement for their actions. • Everyone likes to be praised. Everyone likes positive recognition. If the majority of a teacher’s responses are negative, it tears down the self-esteem of the students.

7. Who gets the most attention in classrooms, the disruptive student or the well-behaved student? • We all know that it’s easy to ignore the “good” child while expending energy on the student who’s causing problems. • With the effective use of positive recognition this situation can be turned around. • Students need to be assured that they’ll receive attention when they do their work and when they behave appropriately.

8. Who wants a school day filled with negativity and tension? • Yet that’s what many teachers have. • If a teacher feels that the only way they can “make students behave” is to reprimand or punish them, chances are their days are filled with tension. • The teacher is probably frustrated and so are the students. • Overuse of negative consequences will create a classroom environment that pulls teachers and students apart.

9. The more consistently teachers use praise and positive recognition to influence students, the better the students will fell about their teacher, the better the teacher will feel, and the more motivated the class will be to achieve the teacher’s academic and social goals.

10. Individual Positive Recognition • Every day students are expected to follow rules. When they follow those rules, recognize them! • Praise should be the first choice for positively recognizing student behavior. • A positive phone call or note home is one of the most time-effective means of getting parents on your side—of letting them know that the teacher cares about their child and wants to share their child’s successes. • Then there are behavior awards, special privileges, and tangible rewards.

11. Tangible rewards are not bribery! • A bribe is given in anticipation of a behavior where as a reward is given as a result of a behavior. • A bribe is given to entice someone to do something that they would not normally do because it is not in their best interest where as a reward is given in recognition of a behavior that is in a student’s best interest.

12. Classwide Positive Recognition • A classwide positive recognition system is a program in which all the students—not just one student—work towards a positive reward that will be given to the entire class. • The goal of a classwide recognition system is to have a means to motivate students to learn a new behavior or to work on a problem behavior. • It shows students how important it is to work together in a cooperative manner to achieve a common goal.

13. Here’s how to set up a classwide recognition system: • Pick a system you, the teacher, are comfortable with, one that is appropriate to the age of your students. • Choose a reward that you are comfortable giving, but make sure that whatever the class earns, it is something they will want to work toward. • Make sure the students earn the reward in a timely manner. • Once the class has earned points toward a classwide reward, do not take away points for misbehavior.

14. Consequences • Children deserve structure. Children deserve limits. • There is perhaps nothing more harmful we can do to children then allow them to disrupt or misbehave without showing them we care enough to let them know their behavior is not acceptable. • Students need to learn that inappropriate behavior carries with it very real consequences.

15. Classroom rules will clearly tell students how they are expected to behave at all times in the classroom. • There will be times, however, when students will choose not to follow the rules of the classroom—when they choose to keep the teacher from teaching and other students from learning. • When this disruptive behavior occurs, the teacher must be prepared to deal with it calmly and quickly. Preparation is the key.

16. Discipline hierarchy • Most teacher issue a warning the first time a student disrupts or breaks a rule. • The second or third time a student disrupts in the same day, the teacher needs to provide a consequence. • The teacher needs to contact parents if a student disrupts a fourth time in a day. • Sending a student to the principal should be the last consequence. • Severe misbehavior calls for an immediate consequence that will remove the student from the classroom.

17. The value of a discipline hierarchy as part of the classroom discipline plan is that everyone—students, parents, administrators, and most importantly the teacher—knows exactly what is going to happen each time a rule is broken.

18. Rules: • Follow directions. • Keep hands, feet, objects to yourself. • No teasing or name calling. • Rewards: • Praise • First in line for recess • Positive notes sent home to parents • Positive notes to students • Eat lunch with teacher • Select own seat on Friday • Consequences: (Each day is a new day.) • 1st time-Warning • 2nd time-Last in line for recess or lunch • 3rd time-10 minutes away from group • 4th time-Teacher calls parents • 5th time- Send to principal • Severe Clause- Send to principal Example 1: Elementary Level

19. Rules: • Follow directions. • Be in the classroom and seated when the bell rings. • Do not swear. Rewards: • Praise • Positive notes sent home to parents • Privilege pass Consequences: (Each day is a new day.) • 1st time-Warning • 2nd time-Stay in class 1 minute after the bell • 3rd time-Stay in class 2 minutes after the bell • 4th time-Call parents • 5th time- Send to principal • Severe Clause- Send to principal Sample Discipline Plan: Secondary Students

20. Appropriate general classroom rules • Grades K-3 • Follow direction. • Keep hands, feet, and objects to yourself. • Do not leave the room without permission. • No swearing or teasing. • No yelling or screaming. • Grades 4-6 • Follow directions. • Keep hands, feet, and objects to yourself. • No swearing or teasing. • No yelling or screaming. • Grades 7-12 • Follow directions. • No swearing or teasing. • Be in your seat when the bell rings.

21. Individual positive recognition • Praise • Positive notes and phone calls home • Special privileges ElementarySecondary First in line extra computer time Tutor younger children excused from one pop quiz Class monitor job take one problem off a test Read a special book first out of class Work on favorite activity sit by a friend for one period Correct papers • Behavior awards • Tangible rewards

22. Classwide positive recognition ElementarySecondary Special movie movie with popcorn Extra free time in class radio in class Special arts and crafts project coupons from student store Extra PE time 5 minutes of talk time in class Invite a special visitor to class free reading time free choice of seat for a day

23. Classwide reward time goals • Grades K-1: 1 day • Grades 2-3: 2 days to 1 week • Grades 4-6: 1 week • Grades 7-12: 1-2 weeks

24. NEEDS AND RIGHTS IN THE CLASSROOM OF STUDENTS To have a warm,supportive classroom environment in which to learn, where teachers do all in their power to help students be successful. OF TEACHERS To teach as they believe correct without interruptions, and with support from their administrators and cooperation from parents.

25. Hostile Teachers Their messages indicate a dislike for students. Students tend to feel they are being unjustly controlled. Nonassertive Teachers They seem wish-washy, unable to state clear and consistent expectations. Students learn not to take these teachers seriously. There Are 3 Different Kinds of Teachers. • Assertive Teachers • They clearly, confidently, and consistently express expectations, attempt to build trust, and teaches students how to behave so learning can progress. WHAT KIND OF TEACHER ARE YOU?

26. In closing, never forget the power and impact you can have with children. “I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized.” -Haim Ginott