Assertive Discipline 1
Lee Canter’s Assertive Discipline
Shyno S. Thomas
Education 506
Professor Parmigiani
June 17, 2009
Assertive Discipline 2
Lee Canter’s Assertive Discipline
Schools today are serving children from diverse backgrounds. This includes children
from dysfunctional homes, children living in poverty, children of teenage parents and children
with special needs. Schools are confronted with various issues from substance abuse to gang
recruitment to violence. The image of a teacher imparting instruction amidst a group of welladjusted students is a thing of the past. It is imperative that in this changing educational climate,
schools identify programs that create an environment conducive to learning -- an environment
that is safe for the well-being of the students and the teachers in the school and the classroom.
Classroom management involves effective discipline, motivating students, being prepared for
class and providing a safe, structured environment. Today’s schools use a variety of approaches
to classroom management. One model of this approach is called assertive discipline, which was
developed in 1976 by Lee and Marlene Canter.
According to Lee and Marlene Canter (as cited by Dr. McIntyre), “Assertive discipline is
a structured systematic approach designed to assist educators in running an organized, teacherin-charge classroom environment” (2005, para .1). According to the Canters, few schools
provided training in behavior management. This prompted them to address the issue of
classroom management by providing strategies to establish a safe environment conducive to
learning. Canter & Canter (2001) advocate “supportive feedback” and “corrective actions.”
Moore (2009) cites the Canters, who state that “assertive teachers do not tolerate
improper behavior that interrupts learning” (p. 367). The teacher sets the rules for behavior early
in the year. Students receive positive consequences such as free time and privileges for
appropriate behavior and negative consequences such as detention or a visit to the principal for
inappropriate behavior. Dr. McIntyre (2005, para. 3) further cites the Canters who state that
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“assertive teachers react quickly and confidently in situations that require behavior
management.” It is further stated that the Canters believe that this approach is more democratic
as opposed to authoritarian. Teachers do not see their students as their enemies. They do not
sneer or scoff at them, but react in a timely and consistent manner.
Canter and Canter (2002) emphasize that it is important to use a proactive approach
instead of a reactive approach. In a proactive approach, the teacher develops a systematic
discipline plan, while in a reactive approach, the teacher reacts emotionally to provocation. They
also suggest establishing a discipline hierarchy in the management plan. They insist that rules
should be implemented firmly and consistently. The Canters suggest that it is important to focus
on students who are complying with your rules with a “behavioral narration.” This narration
reinforces positive behavior, teaches responsible behavior and reminds those who are not
complying with the rules to follow a role model. They further state that it is also important to use
one’s judgment in some situations, such as when a student is usually well behaved but suddenly
appears disruptive for no reason. The Canters suggest that instead of using a corrective action, it
would be more appropriate to sit down and talk to the student to find out what is wrong.
Dr. McIntyre (2005) again cites the Canters, who emphasize that it is important to
respond quickly to a desired behavior and, in some instances, to reinforce without actually
embarrassing the student. They also suggest using a “broken record” technique, in which the
teacher repeats the instruction up to three times without deviating, even if the student makes
excuses.
Canter (2002 a) suggests providing supportive feedback and verbal recognition to
motivate students to demonstrate appropriate behavior and further advises circulating in the
classroom and periodically scanning students working independently when the teacher is
Assertive Discipline 4
working with a small group. It is also stated that it is important to provide caring guidance like
physical proximity or “the look” to remind students who are engaged in off-task, non-disruptive
behavior to get back on task. Lee Canter (2002 b) suggests that directions for transitions should
be given after making sure that every child is attentive. It is also important to monitor transitions
to facilitate a smooth transfer. Canter (2001) states that “the art of teaching is the ability to blend
academics and behavior management into a cohesive whole” (p.157). Canter further states that
there might be students who do not respond to any disciplinary measures and continue to exhibit
challenging behaviors. They may need a one-on-one problem solving conference, support from
administrators, or an IEP. It is important to accept and value the student, build a trusting, caring
and empathetic relationship, and show genuine interest in the student’s life. Canter suggests
looking beyond the behavior. This will increase the student’s feeling of self-worth and motivate
him or her to make the effort to develop a more positive behavior pattern.
In conclusion, Canter has outlined a comprehensive approach to behavior management.
American schools have been using assertive discipline for several years. Ultimately, the success
of any program depends on a collaborative effort on the part of the teachers, students,
administrators, parents and the community as a whole.
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References
Canter, L. (2002 a). Assertive discipline: Elementary workbook grades K to six,
Los Angeles: Canter & Associates, Inc.
Canter, L. (2002 b). Responsible behavior curriculum guide: An instructional approach to
successful classroom management.
Los Angeles: Canter & Associates, Inc.
Canter, L., & Canter, M. (2001). Assertive discipline: positive behavior management for today’s
classrooms.
Los Angeles: Canter & Associates, Inc.
Dr. McIntyre (2005). Assertive discipline. Retrieved June 9, 2009, from
http://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/
Moore, K.D. (2009). Effective instructional strategies: From theory to practice.
Los Angeles: Sage Publications, Inc.