Assertive Discipline

1. Assertive Discipline Methods Of Teaching Coleen Guest Fall 2001

2. Understanding The Goals of Misbehavior • There are two common forms of behaviors: -Attention-Seeking Behavior and -Power Behavior

3. Active Characteristics of Attention-Seeking Behavior • Student does all kinds of behaviors that distract the teacher and their classmates.

4. Active Characteristics of Power Behavior • Temper tantrums and verbal tantrums: Student is disruptive and confrontive.

5. Passive Characteristics of Attention-Seeking Behavior • Student exhibits one-pea-at-a-time behavior, operates on slow, slower, slowest speeds.

6. Passive Characteristics of Power Behavior • Quiet Noncompliance: -Student does his or her own thing, yet often is pleasant and even agreeable.

7. Origins of Behavior for Attention-Seeking Behavior • Parents and teachers tend to pay more attention to misbehavior than to appropriate behavior. • Young people aren’t taught how to ask for attention appropriately. • Young people may be deprived of sufficient personal attention.

8. Origins of Behavior for Power Behavior • Student hides behind a label: Transforms bid for power into inherent personality trait. • Changes in society that stress equality in relationships, rather that dominant-submissive roles. • The exaltation of the individual and the emphasis on achieving personal power, as epitomized by the human potential movement.

9. Students’ Legitimate Needs for Attention-Seeking Behavior • Positive recognition.

10. Students’ Legitimate Needs for Power Behavior • Personal autonomy.

11. Silver Lining for Attention-Seeking Behavior • Student wants a relationship with the teacher and classmates.

12. Silver Lining for Power Behavior • Student Exhibits: -Leadership Potential -Assertiveness -Independent Thinking

13. Principals of Prevention for Attention-Seeking Behavior • Catch the student being good by giving lots of attention for appropriate behavior. • Teach student to ask directly for attention when needed.

14. Principals of Prevention for Power Behavior • Allow voice and choice so student has options and feels heard. • Grant legitimate power through hands-joined discipline and decision making. • Delegate responsibility so student feels a sense of responsible power. • Avoid and defuse confrontations.

15. Strategies and Techniques for Attention-Seeking Behavior • Minimize the attention: -Refuse to respond. -Give “The Eye”. -Stand close by. -Use name dropping. -Send a general or secret signal. -Give a written notice. -Use an I-message.

16. Strategies for Attention-Seeking Behavior Continued • Clarify desired behavior. -State “Grandma’s Law”. -Use “target-stop-do”.

17. Strategies for Attention-Seeking Behavior Continued • Legitimize the behavior. -Create a lesson from the misbehavior. -Go the distance. -Have the class join in. -Use a diminishing quota.

18. Strategies for Attention-Seeking Behavior Continued • Do the unexpected. -Turn out the lights. -Play a musical sound. -Lower your voice. -Change your voice. -Talk to the wall. -Use one-liners -Cease teaching temporarily.

19. Strategies for Attention-Seeking Behavior Continued • Distract the students. • Ask a direct question. • Ask a favor. • Give choices. • Change the activity.

20. Strategies for Attention-Seeking Behavior Continued • Notice appropriate behavior. -Use proximity praise. -Use compliance praise. -Make recordings. -Give a standing voice.

21. Strategies for Attention-Seeking Behavior Continued • Move the student. -Change the student’s seat. -Use the thinking chair.

22. Strategies and Techniques for Power Behavior • Make a graceful exit. -Acknowledge student’s power. -Remove the audience. -Table the manner. -Schedule a conference. -Use a fogging technique: Agree with the student or change the subject.

23. Strategies and Techniques for Power Behavior • Make a graceful exit – continued. -State both viewpoints. -Refuse responsibility. -Dodge irrelevant issues. -Deliver a closing statement. -Call the student’s bluff. -Take teacher time-out.

24. Strategies and Techniques for Power Behavior • Use time-out. -Use the language of choice. -Call the who squad. -Require a reentry plan.

25. Set Consequences for Power Behavior • Loss or delay of privileges. -Loss or delay of an activity. -Loss or delay of using objects. -Loss or delay of access to school areas.

26. Set Consequences for Power Behavior Continued • Loss of freedom of interaction. -Denied interactions with other students. -Required interactions with school personnel. -Required interactions with parents. -Required interactions with police.

27. Set Consequences for Power Behavior Continued • Restitution: -Return, repair, or replacement of objects. -Repayment of time. -Compensation to classmates and teachers. -School service.

28. Set Consequences for Power Behavior • Re-teach appropriate behavior. -Extended practice. -Written reports. * Conduct a teacher-student conference.*

29. References Beach Center on Families and Disability. (1995). What research says: Understanding challenging behavior and teaching new skills. Lawrence, KS:Author. Piant, R.C. (1999). Enhancing relationships between children and teachers. Washington, D.C: American Psychological Association.