LEE & MARLENE CANTER
“Assertive Discipline”
Alison Nigra, Danielle D’Aurelio, Ashley MacDonald, J. Kyle
Degabriele
BIOGRAPHY
Lee Canter:
 Developer of Assertive Discipline and Classroom
Management for Academic Success
 A creator of cutting-edge training programs for
educators
 As a teen he realized firsthand the power teachers
have to change a student’s behaviour.
 Attended California State University, then completed
a master’s degree in social work at the University of
Southern California
 Realized that if teachers were trained to manage their
students’ behaviour, they could have a positive impact
on those students’ lives
 Lee’s passion for helping children succeed in the
classroom led to the research and development of his
well-known Assertive Discipline program
BIOGRAPHY CONTINUED…
Marlene Canter:
 Named “Woman Executive of the Year” in May 2006 for her
leadership on the board by the Los Angeles Business
Journal
 Has a 30-year career as co-CEO of a successful teacher
training company
 Created the Los Angeles Board’s Human Resources
Committee which strives to hire very qualified teachers
 Began her career in education as a special education
teacher
 Went on to co-found and serve as the co-CEO of Canter &
Associates, now Laureate Education, Inc.
 Is actively involved on many educational councils, boards
and advisory committees
CANTER & ASSOCIATES (LAUREATE
EDUCATION)
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The company became one of the world’s leading
teacher-training organizations and trained more
than 1 million K-12 teachers worldwide.
It developed an extensive catalogue of professional
development programs, distance learning graduate
courseware and resource materials for teachers,
administrators, and parents.
CENTRAL TENETS OF “ASSERTIVE
DISCIPLINE”
Assertive Discipline suggests dealing with
behaviour at the time or its occurrence
 This is accomplished through establishing a plan
which makes the student responsible for their
own behaviour and the consequences that result
from them
 Assertive Discipline consists of…
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Stating expectations clearly
Repetition in stating these expectations
Use of a clear, firm, calm voice and eye contact
Use of non-verbal cues that support verbal
statements
Influence behaviour without threats
SPECIFIC EXAMPLES OF POSITIVE
CONSEQUENCES
Personal Attention
 Positive Notes
 Special Awards
 Material Rewards
 Home Rewards
 Group Rewards
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By providing these positive awards, students feel
more welcome in the classroom, increase a bond
with the teacher and are more likely to comply
with expectations
APPLICATION IN THE CLASSROOM
Praise appropriate behaviour more than you
apply negative consequences for inappropriate
behaviour
 Responses need to be appropriate
 Firmly remind students to stop inappropriate
behaviour (do not ignore)
 Follow through with appropriate consequences
 Eye contact, the use of student names and
repetition are essential and very effective

APPLICATION CONTINUED…
Teachers should decide what is best for their
students and expect their compliance to this
 Encourage cooperation in the classroom (to
maintain a successful teaching environment)
 Exude confidence when responding to
behavioural situations
 Post clearly stated rules in the classroom
 Build relationships and bonds with students
(based on trust)
 Listen carefully to students
 Respect students and treat all of them fairly
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APPLICATION TO SPECIAL EDUCATION
Canter suggested to treat students fairly but not
equally- relates to special education since a
teacher must have individual tasks for special
needs
 Repetition is a key aspect which is an excellent
tool to enforce a topic for students who have
troubles understanding
 For students who are autistic or behaviourally
challenged, rules stress that the class should be a
welcoming place without yelling, physical
aggression, etc.
 Positively reinforce struggling students
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SYNTHESIS OF KEY IDEAS
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Assertive Response Styles
Non-assertive (Passive):
Feel it is wrong to place demands on students
 Fail to establish standards of behaviour
 Fail to back up words with appropriate action
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Assertive:
Make expectations known to students, parents, or
administration
 Calmly insist students comply
 Back up their words with reasonable action
 With compliance of teacher, students receive positive benefits
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Hostile:
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Punishment approach
Shouting/threats
Sarcasm
Over-bearing
APPLICATION TO SARA PORTER
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Why do you believe that Sara is failing according
to Lee and Marlene Canter?
APPLICATION TO SARA PORTER
Teacher may be hostile towards Sara since she
continuously put her down and didn’t pay
attention to her specific needs
 Ms. Mercer may also be passive since she does
not follow-up with lesson expectations
 She is not assertive since there is no mutual trust
 Ms. Mercer should be giving more positive
reinforcements rather than stating what Sara did
wrong
 Ms. Mercer did not implement firm reminders
when Sara did something wrong (ex. There was
no follow-up with the journal incident)
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RECOMMENDATIONS, SOLUTIONS AND
STRATEGIES FOR SARA PORTER
Teacher should use more positive discipline
techniques with Sara instead of getting angry
every time Sara disrupts the class
 Should provide a positive incentive (ex. Giving
Sara responsibilities in class) to increase Sara’s
esteem in the classroom
 Teacher should form a more trustful bond with
the student by praising appropriate behaviour
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RECOMMENDATIONS CONTINUED
By doing so, teacher becomes more assertive
since the teacher can provide expectations and
new individual learning for Sara
 At the time inappropriate behaviour occurs,
teacher should not undermine Sara, but rather
use effective discipline techniques as the
situation unfold
 Teacher must be firm, yet fair!
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REFERENCES
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Canter, L., & Canter, M. (2001). Lee Canter’s Assertive Discipline.
Santa Monica, CA: Solution Tree.
Los Angeles Unified School District. (2003). Marlene Canter
LAUSD Board President. Retrieved November 5, 2008, from
http://www.lausd.k12.ca.us/lausd/board/secretary/html/bdmembers/canterbio8-06.htm
McIntyre, T. 2005. Assertive Discipline. Retrieved November 5,
2008, from
http://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYR
E/AssertiveDiscipline.html
Solution Tree. (2008). Lee Canter. Retrieved November 5, 2008,
from http://www.solutiontree.com/Public/ProfDev.aspx?ShowBio=true&authorid=1362
University of Derby. (2008). Assertive Discipline. Retried
November 5, 2008, from
http://www.derby.ac.uk/telmie/private/plymouth/socemassdisc.ht
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