‘ ASSERTIVE DISCIPLINE’

‘ASSERTIVE DISCIPLINE’ Positive Behaviour Management

Is discipline is the result of reward and punishment OR reward and punishment is the result of discipline

ASSERTIVE DISCIPLINE • The empowered Teacher • 1.You have the right and the responsibility to establish rules and directions that clearly define limits of acceptable and unacceptable student behaviour. • 2. You have the right and the responsibility to teach students to consistently follow these rules and directions throughout the school day and school year. • 3. You have the right and the responsibility to ask for assistance in handling the behaviour of students.

DISCIPLINETheory into Practice • Rules • Rewards • Consequences

Rules • Rules that will let students know what behaviours are expected in the classroom at all times • Limited number • Rules that are observable. Vague rules are difficult to apply • Rules that apply to behaviour only • Consider involving students in choosing rules DDL 2010

Reward- Positive Recognition • Praise • Non-verbal • Verbal • Tangible rewards • Individual / behaviour certificates etc. • Class Wide Rewards • Special privileges • Positive notes home DDL 2010

USING POSITIVE RECOGNITION TO MOTIVATE PUPILS TO BEHAVE • Positive reminder to reinforce pupils who are not yet following directions • Use scanning and circulating techniques and recognise the appropriate behaviour as you teach • Make a goal to praise every student sometime throughout the day • Use the class-wide recognition system to motivate your class toward a specific behavioural goal DDL 2010

CONSEQUENCES / SANCTIONS • STUDENTS deserve structure • STUDENTS deserve limits • must be something that STUDENTS do not like but never physically or psychologically harmful • are a CHOICE • do not have to be severe to be effective • easy for you to implement • must be appropriate for your pupils

REDIRECTING NON-DISRUPTIVE OFF-TASK BEHAVIOUR • Differentiate between disruptive and non-disruptive behaviour • Non-verbal • ”The Look” • Close proximity • Verbal • Use the pupil’s name • Proximity praise • If redirecting is not effective it may be appropriate to provide a consequence DDL 2010

Types of Child Discipline • Time-Out • Rules and Responsibilities • Academic Discipline • Discipline of Isolation • Corporal Punishment • Praise • Loss of Privileges • Consistency in Discipline

Reward • To give in return, whether good or evil; -- commonly in a good sense; to requite; to recompense; to repay; to compensate. Regard; respect; consideration. That which is given in return for good or evil done or received; esp., that which is offered or given in return for some service or attainment, as for excellence in studies, for the return of something lost, etc.; recompense; requital

Punishment • is the authoritative imposition of something negative or unpleasant on a person or animal in response to behavior deemed wrong by an individual or group. Inflicted unpleasantness without authority is not punishment, but is characterized as some else.

Punishment • Set high but reasonable standards. • Stay alert for good behavior and award it • Enforce rules consistently • Effective communication

Using punishment effectively- • should not damage the child’s self esteem. • Should be swift (quick) • Should be consistent • Should be explained • Should not have negative side effect • Should no be physical • Time out • Negative reinforcement

‘ ASSERTIVE DISCIPLINE’