ASSERTIVE DISCIPLINE WEEK 5

1. ASSERTIVE DISCIPLINEWEEK 5

3. Record on the know-o-meter how much you know about Assertive Discipline. • __________________ • __________________ • __________________

4. What is Assertive Discipline? • Assertive Discipline is a direct and positive approach to discipline that makes it possible for the teacher to teach and the students to learn.

5. Canter’s Assertive Discipline Model Developed in the 1970’s Lee and Marlene Canter’s model focuses on punishing unacceptable behaviours and providing positive reinforcement of acceptable behaviours.

6. Principles of Canter’s Assertive Discipline • Both teachers and students have rights in the classroom. • While giving rewards and punishments, teachers must work towards creating an optimal learning environment. • Teachers must apply rules and enforce consequences consistently without bias or discrimination. • Teachers should use a discipline hierarchy. • Teachers should be assertive rather than non-assertive or hostile.

7. Response Styles

8. Non- assertive response style

9. Hostile response style

10. Assertive response style • NEED PIC HERE FOR ASSERTIVE RESPONSE

11. Scenario 1 Was the teacher’s response style… 30 • Non assertive • Assertive • Hostile 0

12. Scenario 2 Was the teacher’s response style… • Non assertive • Assertive • Hostile 0 of 30

13. Scenario 3Was the teachers response style… • Non assertive • Assertive • Hostile 0 of 30

14. Getting the assertive discipline approach up and running in the classroom

15. Implementation steps: • Establish positive relationships in the classroom. • Develop a discipline plan to use in the classroom. • Teach the discipline plan to the students.

16. Implementing (cont’d) • Continually reinforce expectations and consequences by monitoring. • Use positive recognition to motivate students. • Ask for support beyond the classroom.

17. A practical example of implementing Assertive Discipline. (What a pre-service teacher did)

18. Katherine’s Rules • Class Rules • Listen Carefully • Follow Directions • Work Quietly (do not disturb others) • Respect others (be kind with words and actions) • Respect school and personal property • Work and play safe

19. Katherine’s Discipline Plan • Discipline Plan • Warning • Time out • 5 minutes out of recess • Contact parents • Send to principal • Send to Counsellor

20. Katherine’s Reward System • Rewards • Praise • Stickers/Stamps • Positive note to parents • Trip to surprise bowl

21. Additional points to Katherine’s plan Class reward system based on a points system Class procedures during discussions and transition times

22. Outcome • Katherine was successful in implementing the plan and earning the respect of the students. • Students responded well as Katherine kept reminding them of the rules and using positive reinforcement. • The mentor teacher was impressed with Katherine’s performance.

24. Positives of Canters Assertive Discipline model • Students know where they stand • Negative consequences • Positive consequences • Consistent. • Discipline plan protects the rights of the teacher and the students. • Students respond to positive reinforcement. • Teachers needs are met first. • There is support available for teachers.

25. Positives (Cont’d) • Gives teachers a greater satisfaction in their role. • Works for teachers who have varying qualifications, experience and knowledge of subject. • Allows you to adapt the use of Assertive Discipline to suit your own personal style.

26. Facilitation of cognitive, affective, social and moral development of students. Cognitive • Behaviourist discipline models are designed to modify or manipulate student behaviour. • Human Nature- students will alter their behaviour in order to receive rewards and avoid punishment. Affective • Weak discipline structures or emotional difficulties at home - appreciate a clear structure to discipline at school. • Increases a students’ self esteem through consistent, meaningful and positive recognition.

27. Facilitation of cognitive, affective, social and moral development of students. Social • Peer pressure to conform. • Competition. Moral • Knowing the rules and consequences makes students accountable- reflecting real life.

28. Criticisms of Canters Assertive Discipline model Implementation • Long term investment for short term rewards.

29. Criticisms (cont’d) Implementation • Requires whole school and parental support. Dear Teacher, I promise I will not contact you every time Amy misbehaves at home if you promise not to contact me every time she misbehaves at school.

30. Criticisms (cont’d) Implementation • Time consuming- students should earn: • 10 points per hour, • That is 50 points a day, • For a class of 28 students, that equates to 1400 pieces of data to analyse, copy and handout certificates/ awards. (Kohn, A 2001)

31. Criticisms (cont’d) Diversity and Inclusion • One rule for all. • Treats symptoms and not causes of bad behaviour. • Creates competition amongst the students.

32. Criticisms (cont’d) Cognitive development of children and adolescents • Lowers creativity and performance (Intrinsic motivation) • Students have no input into the rules, therefore they: • Are not interested in the rules. • Feel manipulated and controlled instead of being instilled with values. • Don’t understand the reasons behind the rules. • Don’t learn self discipline. • Don’t transfer the rules to other environments.

33. Criticisms (cont’d) Social and Moral Development • Teachers expect misbehaviour. • visual and aural humiliation. • students behave purely to please the teacher. • encourages cheating and lying.

34. Criticisms (cont’d) Social and Moral Development • children learn that it is useless to negotiate because this is reserved for equals.

35. Assertive Discipline Questionnaire

36. As a teacher do you feel your role is to be the ‘boss’ in the classroom? • Yes • No • Unsure

37. When students misbehave, do you stay calm when dealing with inappropriate behaviour. • Yes • No • Sometimes

38. In developing and implementing the classroom discipline plan, do you • Tell the students the rules once and reinforce infrequently. • Display the rules, hierarchy of consequences and rewards in the classroom. • Keep the rules to yourself. 0% 0% 0%

39. In communicating rules to your students, do you • Assume students know the rules are similar to last year’s rules. • Communicate your expectations clearly. • Tell students the rules failing to establish the importance of the following rules.

40. As a teacher do you believe that; • Only teachers have rights in the classroom. • Only students have rights in the classroom. • Both teacher and students have rights in the classroom.

41. In providing disciplinary consequences to students, do you • Consistently provide consequences when students misbehave. • Consistently follow through on the promised consequences. • Provide the consequences in a calm, clear assertive manner. • All of the above. 0% 0% 0% 0%

42. As a teacher do you think it is important to: • Praise Students frequently? • Praise students only when you remember? • Only praise students who are following the rules?

43. In providing instructions to my class, I use the following approach: • I continuously give instructions until all students are on task. • I tell students what I want only once. • Use the broken record approach but limit myself to 3 repetitions. 0% 0% 0%

44. Conclusion

45. For more information Visit our wiki: http://foundationsassignment.wikispaces.com/