Assertive Discipline/Canter Model

1. Assertive Discipline/Canter Model Paul Clark Josh Heitman

2. Synopsis • Focus on assertive disciplinary techniques • Positive reinforcements for positive behavior • Non-Negotiable consequences for negative behavior • Teacher directed control for effective learning environment • Determine negative and positive consequences and identify expectations • Focus on reinforcing positive behavior • To reinforce expectations use non-verbal skills, use calm assertive commands

3. Scenario 1 • Johnny needed to go to the bathroom but instead of raising his hand to ask, he instead blurted out that he needed to go and got up and left before asking. Now Tommy, who sits right next to Johnny, is blurting out that he is going to the bathroom. Instead of asking Tommy just leaves the classroom because “Johnny got away with it.”

4. Crazy Johnny

5. Assertive Discipline Solution • After class request both students to remain for re-education. Calmly remind them that leaving class without permission is against classroom (agreed upon) expectations. • Reinforce expectations by re-reading classroom procedures with the students in a firm tone of voice while maintaining eye contact. • Inform the students that leaving class without permission results in the consequence of a “time-out” period to be served after school.

6. Scenario 2 • Ivan is a 7th grade PE student at Grassland Middle School. Ivan is a good student and fully participates in all required activities. However, Ivan recently has developed a hygiene problem. For two weeks straight Ivan has refused to wash his gym clothes. Now students and faculty are complaining that an “onion smells better than Ivan during PE.” • Even after positive encouragement and “hygiene education,” Ivan still refuses to wash his clothes.

7. Self-Explanatory

8. Assertive Discipline in Action • At the end of class calmly, but assertively, re-define PE dress policy to Ivan: “Students who show up to class with soiled clothing will be asked to sit-out the period and receive zero points.” • During the next class pull Ivan aside and let him know that if he doesn’t start washing his gym clothes once a week or more then he isn’t going to be able to participate until his clothes are washed and smell good.

9. Scenario 3 • One morning Mr. X assigns the Senior Honors class an alternative writing assignment which asks students to explore their feelings for the 10th anniversary of 9/11. Ernie, usually a well-behaved student, rips the assignment worksheet in half and says: “I am not doing this crap.” • Mr. X is shocked by this behavior and is at a loss about what to do to resolve the situation. It is just the first week of the school year and Mr. X fears that if the behavior is not dealt with all is lost.

10. Assertive Discipline to the Rescue • According to the Canter model students must know both positive and negative consequences for their actions. Foremost, students must be taught and teachers must model flexible, cooperative and appropriate classroom behavior. • Mr. X informs Ernie that: 1. Not doing the assignment results in a zero; 2. If the format or subject matter of the assignment bothers Ernie then his behavior is understandable but still not appropriate or tolerated in class. • Mr. X pulls out the procedure book for “raising objections” in class and proceeds to model the plan students are to use for raising issues over assignments.

11. The Research • The Assertive Discipline Model was developed by Lee & Marlene Canter in the 70’s to provide educators a structured, easy to learn, and effective system to manage behavior in the classroom. • As the result of their research the Canters believed that in many classrooms in the U.S. behavioral standards were constantly challenged because teachers did not exert Assertive leadership. • They also believed that the teachers who consistently explained, practiced, and modeled classroom expectations and procedures created an effective learning environment. • The teachers who were passive or hostile never achieved classroom harmony because the students did not know how to behave-they were never consistently taught appropriate expectations.

12. More Research • The Assertive Discipline Model is now one of the most widely used classroom management systems in the world. Its simplicity and ready-to-use format allows easy employment of the Model’s principles. • The Canters believe that Assertive teachers provide the most stable learning environment and student misbehavior disrupts this environment and therefore will not be tolerated. • Fundamentally, the system is a “learning based” approach in which students are taught the consequences for all behavior-both good and bad.

13. Research Wrap-Up • The instructor in this model is similar to a traffic cop: Agents of enforcement that calmly, but assertively control a classroom by reinforcing Positive behavior and punishing Negative behavior. • Instructor consistency and practice teamed up with student choice ultimately determine the results of all classroom behavior. • Once again, reasons or causes of misbehavior is not investigated or tolerated.

14. 5 Step Process • 1. Determine consequences for +/- behavior. • 2. On the 1st day explain all expectations. • 3. Stress why good behavior will lead to success. • 4. Reinforce and practice, practice expectations-use nonverbal gestures, eye contact, and use of interpersonal space to serve as a communication barometer. • 5. ALWAYS be calm and assertive at the same time.

15. Assertive Behavior Consequence Wheel

16. Strengths • Assertive Discipline is an easy-to-learn system. • Assertive Discipline instills a sense of security. • Assertive Discipline creates a stable environment. • Assertive Discipline is used by millions of educators to keep students on-task. • Assertive Discipline is great for first year teachers because it produces much needed confidence. • Assertive Discipline can be used with other systems or any time a teacher needs to regain control of a classroom.

17. Weaknesses • Is a zero tolerance or consequences approach fair to all students regardless of socio-economic/ethnic background? • Does a one-size-fits-all appropriate for the 21st century classroom? • In this system students can feel like the classroom is a dictatorship. Some may even rebel because they have no say in rule construction. • Students may not know why behavior is not tolerated, only that it is not acceptable.

18. Bibliography • "Assertive Discipline." WikiEd. UIUC, 11 May 2010. Web. 6 Sept. 2011. <wik.ed.uiuc.edu/index.php/Assertive_discipline >. • Canter, Lee . "Assertive Discipline." D'Youville College. D'Youville College, n.d. Web. 6 Sept. 2011. <campus.dyc.edu/~drwaltz/FoundLearnTheory/FLT_readings/Canter.htm >. • McIntyre, Tom. "Assertive Discipline." Behavior Disorder. N.p., n.d. Web. 6 Sept. 2011. <www.behavioradvisor.com/AssertiveDiscipline.html >. • Scarpaci, Richard T.. A case study approach to classroom management . Boston: Pearson/Allyn & Bacon, 2007. Print.

19. Mini Case • Juan is a slacker in class who doesn’t do his work. When the teacher asks him politely to do his work he just throws it on the ground and cusses at the teacher. Juan frequently copies off of other students work especially on exams. The teacher tells Juan to leave the class and not come back until he brings his parents with him.

20. IIdentify The Problem • Cussing in class • Won’t do his work • Cheats off of other students • Inattentive

21. OObjectives • Get Juan to pay attention in class • Get Juan to do his work without disrupting others • Get Juan to quit cussing in class • Get Juan to quit cheating on exams

22. SSolution • The solution in this situation would be to sit Juan down and let him know what the rules or expectations of the classroom are. If he has a problem with how the class is handled then he needs to let the teacher know but needs to do it in private instead of in front of others. Also you need to have a conference with Juan's parents to see if there is anything going on at home that you don’t know about. If there is something going on at home, it could be the main factor of why Juan is acting out in class.

23. IImplement Your Solution • The teacher should let the principal know what is going on in the class that way he or she can be on board with the plan. Also you need to get the parents support and get them to help out at home. You may move Juan to a different location in the classroom for a short period of time to see how that might change him. Furthermore, draw up a contract that goes over the rules and expectations and have Juan and his parents both sign it. If he signs a contract then he should abide by that and follow all the rules of the class.

24. EEvaluate • In the short term Juan has made great progress and hasn’t had any mishaps in class. He has gotten all of his school work done and turned in on time for the most part. Over a period of observing for 2 months, Juan’s long term progress has improved a great amount. Juan has now started turning in all of his homework on time and taken two tests without copying off of anyone in class. On the last test he had returned to his old seat and still wasn’t tempted to copy off of any of his neighbors.