Assertive
Discipline/Canter Model
Paul Clark
Josh Heitman
Synopsis
 Focus on assertive disciplinary techniques
 Positive reinforcements for positive behavior

Non-Negotiable consequences for negative behavior
 Teacher directed control for effective learning environment
 Determine negative and positive consequences and identify
expectations
 Focus on reinforcing positive behavior
 To reinforce expectations use non-verbal skills, use calm
assertive commands
Scenario 1
 Johnny needed to go to the bathroom but instead of
raising his hand to ask, he instead blurted out that
he needed to go and got up and left before asking.
Now Tommy, who sits right next to Johnny, is
blurting out that he is going to the bathroom.
Instead of asking Tommy just leaves the classroom
because “Johnny got away with it.”
Crazy Johnny
Assertive Discipline
Solution
 After class request both students to remain for reeducation. Calmly remind them that leaving class
without permission is against classroom (agreed
upon) expectations.
 Reinforce expectations by re-reading classroom
procedures with the students in a firm tone of voice
while maintaining eye contact.
 Inform the students that leaving class without
permission results in the consequence of a “time-out”
period to be served after school.
Scenario 2
 Ivan is a 7th grade PE student at Grassland Middle
School. Ivan is a good student and fully participates
in all required activities. However, Ivan recently
has developed a hygiene problem. For two weeks
straight Ivan has refused to wash his gym clothes.
Now students and faculty are complaining that an
“onion smells better than Ivan during PE.”
 Even after positive encouragement and “hygiene
education,” Ivan still refuses to wash his clothes.
Self-Explanatory
Assertive Discipline in
Action
 At the end of class calmly, but assertively, re-define
PE dress policy to Ivan: “Students who show up to
class with soiled clothing will be asked to sit-out the
period and receive zero points.”
 During the next class pull Ivan aside and let him
know that if he doesn’t start washing his gym
clothes once a week or more then he isn’t going to
be able to participate until his clothes are washed
and smell good.
Scenario 3
 One morning Mr. X assigns the Senior Honors class
an alternative writing assignment which asks
students to explore their feelings for the 10th
anniversary of 9/11. Ernie, usually a well-behaved
student, rips the assignment worksheet in half and
says: “I am not doing this crap.”
 Mr. X is shocked by this behavior and is at a loss
about what to do to resolve the situation. It is just
the first week of the school year and Mr. X fears that
if the behavior is not dealt with all is lost.
Assertive Discipline to the
Rescue
 According to the Canter model students must know both
positive and negative consequences for their actions.
Foremost, students must be taught and teachers must
model flexible, cooperative and appropriate classroom
behavior.
 Mr. X informs Ernie that: 1. Not doing the assignment
results in a zero; 2. If the format or subject matter of the
assignment bothers Ernie then his behavior is
understandable but still not appropriate or tolerated in
class.
 Mr. X pulls out the procedure book for “raising
objections” in class and proceeds to model the plan
students are to use for raising issues over assignments.
The Research
 The Assertive Discipline Model was developed by Lee & Marlene
Canter in the 70’s to provide educators a structured, easy to learn,
and effective system to manage behavior in the classroom.
 As the result of their research the Canters believed that in many
classrooms in the U.S. behavioral standards were constantly
challenged because teachers did not exert Assertive leadership.
 They also believed that the teachers who consistently explained,
practiced, and modeled classroom expectations and procedures
created an effective learning environment.
 The teachers who were passive or hostile never achieved
classroom harmony because the students did not know how to
behave-they were never consistently taught appropriate
expectations.
More Research
 The Assertive Discipline Model is now one of the most
widely used classroom management systems in the
world. Its simplicity and ready-to-use format allows
easy employment of the Model’s principles.
 The Canters believe that Assertive teachers provide the
most stable learning environment and student
misbehavior disrupts this environment and therefore
will not be tolerated.
 Fundamentally, the system is a “learning based”
approach in which students are taught the consequences
for all behavior-both good and bad.
Research Wrap-Up
 The instructor in this model is similar to a traffic
cop: Agents of enforcement that calmly, but
assertively control a classroom by reinforcing
Positive behavior and punishing Negative behavior.
 Instructor consistency and practice teamed up with
student choice ultimately determine the results of
all classroom behavior.
 Once again, reasons or causes of misbehavior is not
investigated or tolerated.
5 Step Process
 1. Determine consequences for +/- behavior.
 2. On the 1st day explain all expectations.
 3. Stress why good behavior will lead to success.
 4. Reinforce and practice, practice expectations-use
nonverbal gestures, eye contact, and use of
interpersonal space to serve as a communication
barometer.
 5. ALWAYS be calm and assertive at the same time.
Assertive Behavior
Consequence Wheel
Strengths
 Assertive Discipline is an easy-to-learn system.
 Assertive Discipline instills a sense of security.
 Assertive Discipline creates a stable environment.
 Assertive Discipline is used by millions of educators to
keep students on-task.
 Assertive Discipline is great for first year teachers
because it produces much needed confidence.
 Assertive Discipline can be used with other systems or
any time a teacher needs to regain control of a classroom.
Weaknesses
 Is a zero tolerance or consequences approach fair to
all students regardless of socio-economic/ethnic
background?
 Does a one-size-fits-all appropriate for the 21st
century classroom?
 In this system students can feel like the classroom is
a dictatorship. Some may even rebel because they
have no say in rule construction.
 Students may not know why behavior is not
tolerated, only that it is not acceptable.
Bibliography
 "Assertive Discipline." WikiEd. UIUC, 11 May 2010. Web. 6
Sept. 2011. <wik.ed.uiuc.edu/index.php/Assertive_discipline
>.
 Canter, Lee . "Assertive Discipline." D'Youville College.
D'Youville College, n.d. Web. 6 Sept. 2011.
<campus.dyc.edu/~drwaltz/FoundLearnTheory/FLT_readin
gs/Canter.htm >.
 McIntyre, Tom. "Assertive Discipline." Behavior Disorder. N.p.,
n.d. Web. 6 Sept. 2011.
<www.behavioradvisor.com/AssertiveDiscipline.html >.
 Scarpaci, Richard T.. A case study approach to classroom
management . Boston: Pearson/Allyn & Bacon, 2007. Print.
Mini Case
 Juan is a slacker in class who doesn’t do his work.
When the teacher asks him politely to do his work
he just throws it on the ground and cusses at the
teacher. Juan frequently copies off of other students
work especially on exams. The teacher tells Juan to
leave the class and not come back until he brings his
parents with him.
I
Identify The Problem
 Cussing in class
 Won’t do his work
 Cheats off of other students
 Inattentive
O
Objectives
 Get Juan to pay attention in class
 Get Juan to do his work without disrupting others
 Get Juan to quit cussing in class
 Get Juan to quit cheating on exams
S
Solution
 The solution in this situation would be to sit Juan
down and let him know what the rules or
expectations of the classroom are. If he has a
problem with how the class is handled then he
needs to let the teacher know but needs to do it in
private instead of in front of others. Also you need
to have a conference with Juan's parents to see if
there is anything going on at home that you don’t
know about. If there is something going on at
home, it could be the main factor of why Juan is
acting out in class.
I
Implement Your Solution
 The teacher should let the principal know what is
going on in the class that way he or she can be on
board with the plan. Also you need to get the
parents support and get them to help out at home.
You may move Juan to a different location in the
classroom for a short period of time to see how that
might change him. Furthermore, draw up a
contract that goes over the rules and expectations
and have Juan and his parents both sign it. If he
signs a contract then he should abide by that and
follow all the rules of the class.
E
Evaluate
 In the short term Juan has made great progress and
hasn’t had any mishaps in class. He has gotten all
of his school work done and turned in on time for
the most part. Over a period of observing for 2
months, Juan’s long term progress has improved a
great amount. Juan has now started turning in all of
his homework on time and taken two tests without
copying off of anyone in class. On the last test he
had returned to his old seat and still wasn’t tempted
to copy off of any of his neighbors.