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Developed in the 1970’s by Lee and Marlene Canter

?. Developed in the 1970’s by Lee and Marlene Canter . Non- assertive Hostile Assertive . Teachers have the right to teach. Students have the right to learn. What an assertive teacher needs to do . What do you feel are the features of Assertive Discipline?. Factors that effect Behaviour.

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Developed in the 1970’s by Lee and Marlene Canter

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  1. ?

  2. Developed in the 1970’s by Lee and Marlene Canter • Non- assertive • Hostile • Assertive

  3. Teachers have the right to teach Students have the right to learn What an assertive teacher needs to do

  4. What do you feel are the features of Assertive Discipline?

  5. Factorsthat effect Behaviour • Cultural • Social • Psychological • Emotional

  6. Needs Of Difficult Students The Canters describe three basic needs that underlie difficult behavior. • Need for extra attention • Need for firmer limits. • Need for extra motivation.

  7. Individual Discipline Plans • May be required for chronic misbehavers • Adaptation of classroom behaviour management plan. • Involves: • Expectations • Consequences of inappropriate behaviour • Understanding of positive recognition for appropriate behaviour

  8. One-on-one Conferences • Meeting between teacher and student to discuss behaviour • Outlines the individual discipline plan • Teachers should • Show empathy and concern. • Student gives reason for behaviour. • Outline how student can improve behaviour • Agree on a course of action.

  9. How do individual students impact the classroom?

  10. Effects on Classroom Organisation and Teaching strategies

  11. Physical Layout • Time Out Area • Students easily & quickly accessed at all times • View all areas from Teacher’s desk

  12. CLASSROOM DISCIPLINE PLAN • RULES that students must follow at all times • POSITIVE RECOGNITION that students will receive for following the rules • CONSEQUENCES that result when students choose not to follow the rules. CLASSROOM RULES Follow directions. Keep hands, feet and objects to yourself. No teasing or name calling. POSITIVE RECOGNITION Praise First in line for recess Positive notes sent home to parents Positive notes to students Eat lunch with teacher Select on seat on Friday CONSEQUENCES First time a student Breaks a rule: Warning Second time: 5 minutes working away from group Third time: 10 minutes working away from group Fourth time: Teacher calls parents Fifth time: Send to principal Severe clause: Send to principal Lee Canter, 1992. (Canter, 2001)

  13. Rules, rules, rules and rules!

  14. Applying Rules in a constructivist environment

  15. “The basis of implementing AD in the classroom is the recognition of Rights, the rights of the student to learn in a safe environment and the rights of teachers to teach as they believe is correct and without interruption” (Charles, 1999) • Teaching without interruption – How is this done? • Be Assertive • A trusting relationship with students • Having “good classroom discipline”

  16. Good discipline? The Canters believed it is not the number of rules or severity that makes consequences effective, but rather the teacher's consistency in applying consequences. Building Relationships • - Positive Recognition • - Praise over all other rewards • - Encourages self-esteem and good behaviour • - Calls or notes home about positive behaviour • - Classwide Positive Recognition

  17. The Rules • They need to be developed with and then taught to the Class • Limited in number (3-5) • Related to behaviour and not academics • Need to be specific behaviours and not vague rules like “Respect others” • Are ALWAYS in effect • The most important one is “follow directions” • Directions? • You’re explicitly teaching Students how they are expected to behave; • Students can’t be expected to know automatically how to behave in every situation • Are instructive rules that last for an individual session and can change from lesson to lesson • Works with routine activities well • Reinforced regularly with positive repetition

  18. Breaking the rules • Non-Disruptive Behaviour • Proximal praise • Use of Names • Eye Contact • Disruptive • Same techniques but also Hints, I-wants and Demands • Warnings are given before invoking Consequences • Touch as reinforcement

  19. Breaking the rules

  20. Consequences Hierarchy • Is developed with the Rules and shows the consequences to breaking the rules • All students need to agree with it • Each step is more unpleasant than the last • Severity Clause • When the student breaks the rules they are choosing the consequence • Consistency: • Admin and Parent Support • Records are kept in a Journal

  21. Basis for implementing

  22. Consequences in the classroom

  23. “Will this approach facilitate the cognitive, affective, and social and moral development of children and adolescents?”

  24. Do you think this model is a good way to run a classroom? • Yes • No

  25. Q: ’Does this model allow students to learn and to think for themselves?’ “If we train our children to take orders, to do things simply because they are told to, and fail to give them confidence to act and think for themselves, we are putting an almost insurmountable obstacle in the way of overcoming the present defects of our system and of establishing the truth of democratic ideals.” (Dewey 1915) • Yes • No

  26. Treats the symptoms and not the causes

  27. Are there any elements of Assertive Discipline that you disagree with?

  28. Benefits Short Term

  29. Transfer Value Limited

  30. Devaluation of self discipline!

  31. Do you agree that this is a successful behaviour management model? • Yes • No

  32. References The Canter and Jones Models,canter.html. Retrieved on 4 August 2009 fromhttp://www.homboldt.edu/~tha1/canter.html Assertive Discipline. Retrieved on 4 August 2009 fromhttp://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/AssertiveDiscipline Canter, L. and Canter M. (1976). Assertive discipline: a take charge approach for today’s educator. Seal Beach: Canter & Associates. Canter, L. & Canter, M. (2001). Assertive discipline positive behaviour management for today’s classroom. Los Angeles: Canter and Associates. Canter, L (2001). Assertive Discipline 3rd edition, California: Canter & Associates. Charles , C. M. (1999). Building classroom discipline. New York : Longman. Dewey, J. (1915). Schools of to-morrow. New York: E.P. Dutton. Edwards, H. & Watts, V. (2004). Classroom discipline and management: an Australasian perspective. Milton: John Wiley & Sons. Edwards,C, H & Watts, V (2008). Classroom Discipline and Management 2nd Edition John Wiley& Sons Australia, Ltd

  33. Visit our wiki to find these notes, our reflections, the videos used in this presentation and a podcast of this presentation. www.eduassertivediscipline.wikispaces.com

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