Record on the know-o-meter how
much you know about Assertive
Discipline.
 __________________
 __________________
 __________________
What is Assertive Discipline?
 Assertive Discipline is a direct and positive approach to
discipline that makes it possible for the teacher to
teach and the students to learn.
Canter’s Assertive Discipline
Model
Developed in the 1970’s Lee and Marlene
Canter’s model focuses on punishing
unacceptable behaviours and providing
positive reinforcement of acceptable
behaviours.
Principles of Canter’s Assertive
Discipline
 Both teachers and students have rights in the
classroom.
 While giving rewards and punishments, teachers must
work towards creating an optimal learning
environment.
 Teachers must apply rules and enforce consequences
consistently without bias or discrimination.
 Teachers should use a discipline hierarchy.
 Teachers should be assertive rather than
non-assertive or hostile.
Response Styles
Non- assertive response style
Hostile response style
Assertive response style
 NEED PIC HERE FOR ASSERTIVE RESPONSE
Scenario 1
Was the teacher’s response style…
1. Non assertive
2. Assertive
3. Hostile
Scenario 2
Was the teacher’s response style…
1. Non assertive
2. Assertive
3. Hostile
Scenario 3
Was the teachers response style…
1. Non assertive
2. Assertive
3. Hostile
0 of 30
Getting the assertive discipline
approach up and running in the
classroom
Implementation steps:
 Establish positive relationships in the classroom.
 Develop a discipline plan to use in the classroom.
 Teach the discipline plan to the students.
Implementing (cont’d)
 Continually reinforce expectations and consequences
by monitoring.
 Use positive recognition to motivate students.
 Ask for support beyond the classroom.
A practical example of
implementing Assertive Discipline.
(What a pre-service teacher did)
Katherine’s Rules
Class Rules
1. Listen Carefully
2. Follow Directions
3. Work Quietly (do not disturb others)
4. Respect others (be kind with words and actions)
5. Respect school and personal property
6. Work and play safe
Katherine’s Discipline Plan
Discipline Plan
1. Warning
2. Time out
3. 5 minutes out of recess
4. Contact parents
5. Send to principal
6. Send to Counsellor
Katherine’s Reward System
1.
2.
3.
4.
Rewards
Praise
Stickers/Stamps
Positive note to
parents
Trip to surprise bowl
Additional points to Katherine’s
plan
Class reward
system based on
a points system
Class procedures
during
discussions and
transition times
Outcome
 Katherine was successful in implementing the plan
and earning the respect of the students.
 Students responded well as Katherine kept reminding
them of the rules and using positive reinforcement.
 The mentor teacher was impressed with Katherine’s
performance.
Positives of Canters Assertive
Discipline model
 Students know where they stand
 Negative consequences
 Positive consequences
 Consistent.
 Discipline plan protects the rights of the teacher and
the students.
 Students respond to positive reinforcement.
 Teachers needs are met first.
 There is support available for teachers.
Positives (Cont’d)
 Gives teachers a greater
satisfaction in their role.
 Works for teachers who have
varying qualifications,
experience and knowledge of
subject.
 Allows you to adapt the use of
Assertive Discipline to suit your
own personal style.
Facilitation of cognitive, affective, social
and moral development of students.
Cognitive
 Behaviourist discipline models are designed to modify or
manipulate student behaviour.
 Human Nature- students will alter their behaviour in order
to receive rewards and avoid punishment.
Affective
 Weak discipline structures or emotional difficulties at
home - appreciate a clear structure to discipline at school.
 Increases a students’ self esteem through consistent,
meaningful and positive recognition.
Facilitation of cognitive, affective, social
and moral development of students.
Social
 Peer pressure to conform.
 Competition.
Moral
 Knowing the rules and
consequences makes students
accountable- reflecting real life.
Criticisms of Canters Assertive
Discipline model
Implementation
 Long term investment for short term rewards.
Criticisms (cont’d)
Implementation
 Requires whole school and parental support.
Dear Teacher,
I promise I will not
contact you every time Amy
misbehaves at home if you
promise not to contact me every
time she misbehaves at school.
Criticisms (cont’d)
Implementation
 Time consuming- students should earn:
 10 points per hour,
 That is 50 points a day,
 For a class of 28 students, that equates to 1400 pieces of
data to analyse, copy and handout certificates/ awards.
(Kohn, A 2001)
Criticisms (cont’d)
Diversity and Inclusion
 One rule for all.
 Treats symptoms and not causes of bad behaviour.
 Creates competition amongst the students.
Criticisms (cont’d)
Cognitive development of children and adolescents
 Lowers creativity and performance (Intrinsic
motivation)
 Students have no input into the rules, therefore they:
1.
2.
3.
4.
5.
Are not interested in the rules.
Feel manipulated and controlled instead of being instilled with
values.
Don’t understand the reasons behind the rules.
Don’t learn self discipline.
Don’t transfer the rules to other environments.
Criticisms (cont’d)
Social and Moral Development
 Teachers expect misbehaviour.
 visual and aural humiliation.
 students behave purely to
please the teacher.
 encourages cheating and lying.
Criticisms (cont’d)
Social and Moral Development
 children learn that it is useless to negotiate because this
is reserved for equals.
Assertive Discipline Questionnaire
As a teacher do you feel your role is to
be the ‘boss’ in the classroom?
1. Yes
2. No
3. Unsure
When students misbehave, do you stay calm
when dealing with inappropriate behaviour.
1. Yes
2. No
3. Sometimes
In developing and implementing the
classroom discipline plan, do you
1. Tell the students the rules once and
reinforce infrequently.
0%
2. Display the rules, hierarchy of
0%
consequences and rewards in
the classroom.
3. Keep the rules to yourself.
0%
In communicating rules to your
students, do you
Assume students know
the rules are similar to
last year’s rules.
2. Communicate your
expectations clearly.
3. Tell students the rules
failing to establish the
importance of the
following rules.
1.
As a teacher do you believe that;
1. Only teachers have
rights in the
classroom.
2. Only students have
rights in the
classroom.
3. Both teacher and
students have rights
in the classroom.
In providing disciplinary
consequences to students, do you
1. Consistently provide consequences
when students misbehave.
0%
2. Consistently follow through on the
0%
promised consequences.
3. Provide the consequences in a calm,
clear assertive manner.
4. All of the above.
0%
0%
As a teacher do you think it is
important to:
1. Praise Students
frequently?
2. Praise students
only when you
remember?
3. Only praise
students who are
following the
rules?
In providing instructions to my
class, I use the following approach:
1. I continuously give instructions
until all students are on task.
0%
2. I tell students what I want only
once.
3. Use the broken record approach
but limit myself to 3 repetitions.
0%
0%
Conclusion
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