CM: Chapter 3
Exploring the Theories of Assertive Discipline
– Lee Canter and Marlene Canter
Key Concepts of Assertive Discipline
• Rewards and punishments are effective.
• Both teachers and students have rights.
• Teachers create an optimal learning environment.
• Teachers apply rules and enforce consequences
consistently without bias or discrimination.
• Teachers use a discipline hierarchy with the
consequences appropriate for the grade level.
• Teachers are assertive, not nonassertive or
hostile.
Response Styles
• Nonassertive - “I’ve asked you repeatedly to stop
talking, and you continue to do it. Please stop.”
• Assertive - “Justin, that is your warning for
leaning back in the chair. Put the chair down now
or you will face a loss of classroom privileges.”
• Hostile - “Put that comic book away or you’ll
wish you had!”
Different types of rewards:
• Social reinforcers
• Words – Smiles – Gestures
• Graphic reinforcers
• Star – Sticker – Checkmark
• Activity reinforcers
• Free time – Special game
• Tangible reinforcers
• Treat – Pencils and other supplies – Certificates
Basic Rights of Students
Students have the right to:
• Have an optimal learning environment
• Have teachers who help them reduce
inappropriate behavior
• Have teachers who provide appropriate
support for appropriate behavior
• Have teachers who do not violate the
students’ best interests
• Choose how to behave with the advance
knowledge of the consequences that will
consistently follow
Basic Rights of Teachers
Teachers have the right to:
• Maintain an optimal learning environment
• Expect appropriate behavior
• Expect help from administrators and
parents
• Ensure students’ rights and responsibilities
are met by a discipline plan that:
• Clearly states expectations
• Consistently applies the consequences
• Does not violate the best interests of the
students