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Model of Discipline: Assertive Discipline and frequency of misbehavior

Model of Discipline: Assertive Discipline and frequency of misbehavior. Stephany Uriona. Implementing Assertive Discipline. Hypothesis: Implementation of the A.D model should result in an increase of time on task while decreasing frequency of misbehaviors and increasing students time on task.

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Model of Discipline: Assertive Discipline and frequency of misbehavior

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  1. Model of Discipline: Assertive Discipline and frequency of misbehavior Stephany Uriona

  2. Implementing Assertive Discipline • Hypothesis: Implementation of the A.D model should result in an increase of time on task while decreasing frequency of misbehaviors and increasing students time on task

  3. Methodology: Implementation of Assertive Discipline Model • Decrease Coercive/Aggressive responses • Increase Positive feedback • Use directive and informative feedback for misbehavior • Post Rules and behavior requirements with positive connotations • Recognize desirable student behaviors and give little importance to undesirable behaviors • Establish Hierarchy of punishments: 1. Verbal Warning 2. Move student away from stimulus 3. Time Out 4. Phone Call w/ student present 5. Parent/Teacher Phone Call 6. Referral 7. Meeting with Administration

  4. Participants: • Location: Suburban Middle School in Virginia • Education System: Large school division • Students: 74 total. 44 males and 30 females • Teachers: 2 Female Teachers of non-caucasian descent with 3-5+ years of teaching experience at the middle school level • Content of Lessons: Dance Unit- line dances, Latin, and thriller dance • Class Info: • Team taught • Only class seen everyday • Longest of the day (1 hour) • Considered a “Special education dump” class

  5. Likert Scale Questionnaire • Key points: • Aggressive techniques recognized by over 90% of students as being used “sometimes” or “most of the time”. Post test revealed only 80% of students agreed with the above statement. • 97% of students stated believing that they behave appropriately “sometimes”, “most of the time”, or “always” meanwhile they believed their classmates behaved that only behaved that way “rarely” or “sometimes” (76%). • 90% on pretest and 93% on post test stated that although they recognized students misbehaving, they did not approach teacher or student about behavior.

  6. Student Behavior Recording Sheet (SBRS) • Students primarily off task on non-structured tasks or when with peers • Less off task behaviors with more recognition responses

  7. Teacher Response Sheet(TRS) • High amounts of D to begin, Low R • I/D = lower level of response from students • Increase in R lead to decrease in off task behavior (see TRS table)

  8. Limitations • 9 days • Teacher reaction vs. assertive discipline model reaction • Structured setting: Lack of equipment/competitive play • Class dynamics • Student input

  9. Literature • Decrease in frequency of disruption • Increase in teacher praise • Rate of being told off • Communication

  10. Conclusion • Affirms all prior literature and studies • Recognition inspires students to behave appropriately • Decrease in frequency of misbehavior and increase in time on task

  11. Questions?

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