Lee and Marlene Canter:
Assertive Discipline
A “Take Charge” Approach to
Classroom Management
Katie Malloy
Brian Wall
ED 508
September 25, 2006
Meet the Canters:
Lee Canter: First worked with child guidance agencies
throughout California before establishing Lee Canter and
Associates in 1976.
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Marlene Canter: Began her career teaching children with
special needs.
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Together, the Canters are best known for their work in
the fields of education and parenting. They wrote more
than forty books and produced more than ten video
programs. However, their most recent work was with
several universities to develop course material for
delivery in a distance-learning master’s program geared
toward educators. This is where the Canters introduced
the Assertive Discipline Model.
Assertive Discipline
Assertive Discipline has become quite
popular over the years. Many teachers use
this particular discipline model in their
classrooms everyday. There are three
reasons that explain the continued popularity
of the Canters Assertive Discipline model.
- It is easy
- It is effective
- It is practical
Canters’ Philosophy
“Teachers have
the right to
teach, and
children have
the right to
learn”
Philosophy Continued
The Canters believe that teachers need to
take care of themselves completely, before
taking on the needs of their students.
 In other words, teachers must satisfy their
own needs in order to be strong, positive
leaders.

A “Take Charge” Attitude
The Canters believe that an assertive
discipline-trained teacher should conduct
themselves like the alpha male wolf.
 The alpha male wolf controls the pack. He
is the leader. With confidence and poise,
he leads in all destinations.
 A teacher, like the Alpha wolf, controls the
classroom of students.
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Tauber’s Classroom Suggestions
“Clearly, the Canters believe that an assertive
response style best serves both teachers and
students”
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Start class on time
Have students stay awake and do only work related to
the class while in any class
Have assignments submitted on time
Be treated, and have them treat each other, civilly
Be formally addressed as “Dr. Tauber” and not by your
first name.
Rules
Foundation of discipline plan
 Social Contract
 Limit Setting
 Direct, clear, and simple
 Positive and negative consequences
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Consequences
Cause and effect relationships
 Consistency is key
 Broken record
 Rule of three
 Record keeping
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Positive Recognition
L. Canter: “Praise every child every day”
 Identify individual rewards
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Learn what each student values
Avoid overuse
 Positive repetition of rules
 Proximity Praise
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Assertive Delivery
Use names
 Businesslike tone of voice
 Eye contact
 Open, deliberate gestures
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“I” Messages
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3 Goals
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Clarity
Consequences
Change in behavior
3 Parts
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Feeling (“I feel…”)
Cause (“When you…”)
Desired change (“I would like…”)
Response Styles
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Assertive
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Hostile
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Clear communication of demands
Backs up words with actions
Us verses them
Undermines student needs
Nonassertive
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Passive and inconsistent
Reluctant to impose or reinforce demands
Case Study - Jack
Kindergarten
 Disruptive behavior
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Restlessness
 Concerned with activities of others
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Teacher’s response
Using correct behavior as a model
 Praise and rewards
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Jack
Critical Response
“C for Controversy”
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The Canters’ “take charge” Assertive Discipline model is
the most controversial classroom management model of
all.
In the 1980s, Educational Leadership, published several
articles that criticized the Assertive Discipline model.
A debate was formed between Curwin and Mendler and
the Canters. Curwin and Mendler believed that Assertive
Discipline restricts the development of responsible
students who understand the important principals
underlying school rules.
Lee Canter then published an article stating that their
idea is just being misinterpreted, and his critics have
“selective hearing,” paying attention to only small parts of
his model.
Alfie Kohn
Author of 11 books, numerous articles
 Humanist leanings
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We are more than “repertoires of
behaviors”
Criticisms of behaviorism
Targets actions, not motives
 Short term solution
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How Rewards Fail
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Punished by Rewards
Creates dependency rather than remediation
 Lack of reward yields disappointment
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Deterioration of relationships
Conflicts with “team building”
 Creates distance between giver and receiver
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How Rewards Fail
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Blind to reasons for behavior
“Why ask why?”
 Treats symptoms not ailment
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Detachment from activity
Path of least resistance
 Discourages exploration and risk taking
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Problems with Praise
Infers dependency, hierarchy of power
 Implies low expectations or abilities
 Creates pressure to live up to compliment
 Discourages risks and failures
 Undermines intrinsic motivation or interest
in the task itself
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Proper Praise
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Two important qualities
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Self-determination
 Does
the comment help the individual take control
over one’s life?
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Intrinsic motivation
 Does
the comment create conditions for deeper
involvement in the task?
Suggestions for Better Praise
Praise acts, not people
 Be as specific as possible
 Be genuine
 Avoid setting up competitive
environment
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Conclusion
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The Canters’ Assertive Discipline model
represents a classroom run by a strong leader,
which ultimately develops an effective learning
environment.
The Canters’ believe that a teacher must get
their needs met first in order to provide the best
learning experience possible for their students.
Although this discipline model seems extremely
effective, there may be an age discrepancy that
restricts using some of the Canters’ ideas in
secondary schools.
Bibliography
Kohn, Alfie. Punished by Rewards: The Trouble with Gold Stars,
Incentive Plans, A’s, Praise and Other Bribes. New York: Houghton
Mifflin, 1993.
McIntyre, Tom. “Assertive Discipline.” Behavior Advisor. 24
September 2006.
<http://www.behavioradvisor.com/AssertiveDiscipline.html>
Tauber, Robert. Classroom Management: Sound Theory and
Effective Practice. Westport: Bergin & Garvey, 1999, 67 – 88.