Assertive Discipline: Lee Canter

Assertive Discipline
Kylee Ware
Maggie Patterson
Alyssa Salemi
Sarah Green
Assertive Discipline
Lee Canter
Introductory Video
The Rules of the Classroom Song
Professional Background
• Lee Canter attended CSU at Northridge
University and USC
• B.A. in History and Education
• Masters in Social Work
• Lee and Marlene Canter are married
Professional Background
• Both worked with
students with behavior
problems
• Lee Canter did
numerous studies on
teachers who had good
management skills
Basic Concepts and Principles
• Behavior is a choice
• Teach students how to
behave
• Establish clear rules
• Every student has to be
treated fairly
Basic Concepts and Principles
• Set up plan for misbehavior
• Negative consequences- only last resort
• Maximum of 5 consequences
• Eliminate need to disrupt class
• Positive reinforcement- once a day
• PLAN
Key Terms
Non-Assertive
-Unclear
Key Terms
Hostile
- Aversive approach
Key Terms
Assertive
-Clear
-Specific
Teacher’s Responsibility
• Assertive Discipline
workshops
• Practice and learn from
mistakes
• Test run/trial and error
Teacher’s Role
• Take responsibility
• Learn, study, and practice
methods
• Create, apply, and analyze
• Encourage co-worker’s
feedback
Applying Concepts
• Plan ahead
• Observe and analyze (past)
– Previous years
– Co-workers teaching methods
Applying Concepts
• Observe and analyze (present and future)
– Classroom set up
– Classroom rules and consequences
– Changes seen in classroom and students
• Verbal praise
• Respect
Strengths
• Set rules
• Consistence
Strengths
Involves
students in
their own
discipline
Shortcomings
Little research available
Shortcomings
“Assertive Discipline provides an
attractive, packaged, simple-tounderstand, easy-to-implement
alternative, which offers initial
hope but often leads to
disappointment”
-Curwin
When can this model be used?
Beginning of school year for best effect
• K-6: Instead of writing
names on board when
students are bad, write
when they are good
• 7-8: Student’s aren’t
helping other students
grow and are disrespectful
When can this model be used?
9-12: students aren’t handing in assignments and are
talking out of turn
Important Points to Remember
• Catch students being good
• No more than 5 rules or
consequences
• Rules should be presented in
positive tone
Important Points to Remember
• Don’t punish or
embarrass students
• Consequence must be
relevant
• Consequence best if
immediately
Graphic Citations
for Kylee Ware
o Slide 1, 2, & 6: www.hasslefreeclipart.com
o Slide 7: www.teacherfiles.com
Graphic Citation
for Maggie Patterson
o Slide: 8
www.school-clip-art.com
o Slide: 9 & 10 www.hasslefreeclipart.com
o Slide: 16
www.classroomclipart.com
o Slide: 17 & 18 www.free-clipart-pictures.net
Graphics Citations
For Alyssa Salemi
• Slide # 11
www.distancelearning.careeredublogs.com
• Slide # 12 www.teacherspictures.com
• Slide # 13 & 14 www.office.microsoft.com
Graphic Citations
For Sarah Green
•
•
•
•
•
Slide # 4-20 Hassle free clip art
Slide # 5- Everest Academy
Slide # 19- School-clipart.com
Slide # 21- My WikiWorld
Slide # 22- clker
References
for Kylee Ware
Hardin,C.J. (2004) Effective classroom management.
New Jersey: Pearson Education Inc.
Canter, L. Assertive discipline: more than names on
the board and marbles in a jar. Retrieved
February 27, 2011, from DYC Campus:
http://campus.dyc.edu/drwaltz/FoundLearnTheo
ry/FTL_readings/Canter.htm
References
for Maggie Patterson
Curwin, R.L. & Mendler, A.N. (1989). We repeat, let the buyer beware: A
response to Canter. Education Leadership, 46(6) 83,1. Retrieved from
http://web.ebsohost.com
Manning, L & Bucher, K. (2003). Classroom management models, applications,
and cases. Upper Saddle River, NJ: Pearson Education Inc.
Render, G.F., Padilla, J.M., & Krank, H.M. (1989). What research really shows
about assertive discipline, Education Leadership 46(6) 72,4. Retrieved from
http://web.ebscohost.com
References
For Alyssa Salemi
Jones, V. & Jones, L. (2010). Comprehensive classroom
management: Creating communities of support and
solving problems. Upper Saddle River, NJ: Pearson
Education Inc.
Hardin, C. J. (2004). Effective classroom management:
Models and strategies for today’s classrooms. Upper
Saddle, NJ: Pearson Education Inc.
Ferguson, E., & Houghton, S. (1992). The effects of
contingent teacher praise, Children’s On-Task Behavior
18(1), 83. Retrieved from http://web.ebscohost.com
References
For Sarah Green
Ellis, D. W.; Karr-Kidwell, P. J. (1995, January, 27) From a study of assertive discipline
and recommendations for effective classroom management methods. P4-6
Retrieved from www.ebscohost.com
Rohrer, K. (2011). Classroom managment – assertive discipline. Retrieved from
http://www.princetonol.com/groups/iad/links/toolbox/discipline1/html
Wiki Ed (2010, May 11). Assertive discipline. Retrieved from
http://wik.ed.uiuc.edu/index.php/assertive-discipline