Classroom Behavioural Management
Strategies Developed by Lee Canter
Jennifer
Kathryn
Katherine
Lynda
Scott
Alan
Canter Primary School
6 Assertive Drive
Modellsville WA 6000
Welcome to Canter Primary School!
Topics of the Assertive Discipline Model:
Core Principles
Learning Environment
Implementation
Individual Management Plans
Child Development
Shortcomings
Core Principles
Background
Developed by Lee and Marlene Canter in 1976 and since then it has
evolved and developed into a model which is still used widely in many
schools today.
Similarities between this model and that of Skinner's Behaviour
Modification.
Assertive Discipline is a very structured and systematic approach to all
areas of classroom management, in which the teacher is always in charge
and in control.
Core Principles
Principles
Three ways in which a teacher can respond to classroom situations:
1.
2.
3.
Non-Assertive
Hostile
Assertive
Core Principles
Rights of Teachers and Students
1.
2.
3.
4.
A teacher has a right to teach, just as a student has a right to learn
Good teaching involves the development of trusting, personal teacher
student relationships
Teachers have the right and responsibility to put in place rules and
expectations that clearly define what children are required to do These
will include both acceptable and unacceptable behaviours. These rules
need to be enforced consitently without discrimination or bias
Students do not automatically self regulate without guidance therefore
teachers have the responsibility to teach children to follow rules
consistently throughout the school day
Core Principles
Rights of Teachers and Students
5.
6.
7.
Teachers have the right to expect support and assistance from Principals,
School Administration and Parents
Teachers need to use a hierarchy of discipline in their classroom that is
appropriate for the year level that they teach
An assertive teacher is more effective than a non-assertive or hostile
teacher
Learning Environment
Implementation
Assumptions. Prior to implementation you have:
1.
2.
3.
4.
5.
Created a classroom discipline plan.
Presented your plan to your administrator.
Taught your discipline plan to your students.
Communicated your discipline plan to parents.
Prepared a discipline plan for substitutes.
Implementation
Implementing the class discipline plan:
1.
2.
3.
4.
5.
Determine specific directions for your classroom.
Teach specific directions to your students.
Use positive recognition to motivate students to behave.
Redirect disruptive (off task) behaviour.
Use consequences for disruptive or continual off task behaviour.
Individual Management Plans
When your general classroom discipline plan is not effective with a
student, an individualised behaviour plan can be implemented
using a Behvioural Contract.
What is a Behavioural Contract and how does it work?
1.
2.
3.
It is a written agreement about how the individual will behave.
It indicates appropriate consequences for misbehaviour.
It gets students to realise their problems, overcome them and
enables them to link specific behaviours with specific
consequences.
Individual Management Plans
What are the benefits of using a contract with individuals?
By implementing the contract with a student who has input into the
conditions, the student is more likely to abide to the terms of it.
Other Benefits?
Individual Management Plans
How are Behaviour contracts created?
1.
2.
3.
Decide on specific behaviours to be focussed on.
Meet with student to write contract.
The document should also include…
Child Development
:
1.
2.
3.
4.
5.
.
.
.
.
.
What are the Shortcomings?
The disadvantages of Assertive Discipline are:
1.
2.
There is no guarantee that the rules written by the teacher are
healthy, rational, and humanising for the student. Nor are there
any provisions to ensure that the students’ needs and wants are
being met. Furthermore, there is no research that proves that
students’ needs can be met only when their teacher’s wants are
satisfied.
The “cookbook” approach may promote a lack of individuality in
dealing with students. Some students may have a legitimate reason
for refusing to follow a teacher’s demand, or at least a need to
explain. Teachers may be so concerned about following the
procedures that they ignore these legitimate exceptions.
What are the Shortcomings?
3.
4.
5.
The procedure is in direct opposition to the current trend of
teaching students how to manage their own behaviours. The
teacher is definitely in control and makes all the decisions.
The verbal limit-setting procedures may unintentionally reinforce
some students, especially problem students who often crave
teacher attention even though it is negative.
Although the approach specifically requires that a balance of limitsetting and positive consequences be maintained, the emphasis in
the discipline plan on negative consequences may cause teachers
to be more negative in their interactions with students.
Should Assertive Discipline be used in
the classroom?
1.
2.
Yes
No
Should Assertive Discipline be used in
the classroom?
50%
1.
2.
50%
Yes
No
Yes
No
Thank you for watching our
presentation!
Please join us for a beer
at the Canter Tavern
afterwards!
Canter Primary School
6 Assertive Drive
Modellsville WA 6000