Rule Setting
Canter, Dreikers
Assertive Discipline
► Lee
Canter and Marlene Canter
► Lee: Child guidance specialist
► Marlene: special education teacher
► Goal: to help teachers react to students in a
calm, helpful, and consistent manner
► Maintain order so that students may learn
► Respect teachers’ rights
Principles
► Students
have needs that must be met if
they are to be taught effectively
► The most effective teachers are those who
remain in control of the classroom
► Principle duty of teachers is to help students
learn and behave responsibly
► A good discipline plan is necessary to help
students get around their own
counterproductive behavior
Principles
► Teachers
need practice in positive
repetitions
► Negative consequences are penalties
teachers use when students violate
expectations
► Positive consequences are rewards
► Teachers must model and directly teach
positive behavior
Principles
► Teachers
can have success with students
deemed difficult-to-manage
Assumptions
► Students
must be forced to comply with the
rules
► Students cannot be expected to determine
appropriate classroom rules
► Students cannot be expected to follow the
set rules without a system of guidance
Assumptions
► Punishment
will cause good students to
avoid bad behavior and engage in good
classroom behavior
► For proper classroom management, parents
and administrators must help to enforce
rules
► “Whereas
behavior modification emphasizes
reinforcing appropriate behaviors and
ignoring inappropriate ones, assertive
discipline emphasizes punishing
unacceptable behaviors and providing
reinforcement for behaviors that re
acceptable to teachers.”
C. (2000). Classroom discipline and
management. New York: John Wiley.
► Edwards,
Misconceptions Canter Would Dispell
► Good
teachers should be able to handle
discipline problems on their own.
► Firm discipline may cause psychological
harm.
► Discipline problems do not persist when
children are provided with activities that
satisfy their needs.
► Misbehavior has deep seated causes on
which teachers have no influence.
► Teachers
MUST assert their rights
 Right to establish classroom rules and
procedures
 Right to insist on behavior from students that
meets teachers needs
 Right to insist on behavior from students that
encourages positive social growth and
educational development of students
 Right to receive help in discipline
Three types of teachers
► Non
assertive
► Hostile
► Assertive
Roadblocks to becoming more
assertive
► Doubts
about ability to deal with students’
behavior problems
► Failure to recognize some children need
firmer discipline
► Failure to realize teachers have rights
► Failure to realize students need limits to be
set
Applying Assertive Discipline
► Six
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steps
Create positive student-teacher relationships
Establish rules and expectations
Track misbehavior
Use punishments to enforce limits
Implement a system of positive consequences
Establish strong parent suport
Rules
► Teachers
set the rules
► Post the rules in the classroom
► Specify the behaviors
► Rules should meet teachers’ needs
► Rules should not make unrealistic demands
on students
Names on the board
► One
quick way to track misbehavior
 At first infraction, put students name on the
board
 On subsequent misbehaviors, put check marks
beside names
 Have consistent punishments for numbers of
checks received
Names on board is NOT an essential part of the
Canters’ system however, they do feel it is a
way to track misbehavior without disturbing the
class
Language
► Proper
assertive language
► Four levels
 Hints: “Everyone should be working.”
 Questions: “Would you please get to work?”
 I message: “I want you to open your books and
get to work.”
 Demand: “Get to work now!”
Other hints
► Eye
contact
► Gestures (but aviod threatening gestures)
► Single out unruly students
► Physical touch
Step 4.
► One
commonly used punishment is time out
► Withdrawal of privileges
► Detention
► Sent to principal’s office
► Calling parents
► Sent student to another class
► Tape record the offending behavior
Step 5. Positive consequences
► Glass
jar of marbles for good behavior
► Personal attention from the teacher
► Positive notes to parents
► Awards
► Special privileges
► Material rewards
► Home rewards
► Group rewards
Assertive discipline
► Strengths
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Simple to use
Personal desires of teacher can be reinforced
Involves parents
Involves administrators
Assertive discipline
► Weaknesses
Names on board mat entice misbehavior
Students may be angered by repeated warnings
Students may be embarrassed
Fails to engender self direction
Does not deal with underlying causes
Advocates additional suspensions
Positive reinforcement is random, tracking
misbehavior is systematic
 Negative consequences stimulate negative
behavior
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Dreikers
► Student
of Adler
► Based on “Logical Consequences”
► Give students a choice of behaviors
► Behaviors are driven by an individual’s
purpose
Assumptions
► Inappropriate
behavior is motivated by a
need to gain attention, exercise power,
exact revenge, or display inadequacy.
► If motive for attention is satisfied,
inappropriate behavior associated with other
motives will not be manifested.
► Inappropriate behavior can be stopped by
finding a legitimate outlet to satisfy needs.
Assumptions
► Children
can learn to understand own
motives. Teachers can help them
understand why they misbehave.
► Children will behave more appropriately
when they “suffer” consequences.
► Presenting children with a choice between
two alternative behaviors give them a
chance to learn to be responsible.
Motives for behavior
► Gaining
attention
► Exercising power
► Exacting revenge
► Displaying inadequacy
Gaining attention
Active constructive
Active destructive
tattling; overly cooperative;
conform readily, success oriented,
perfectionist
want their own way, impertinent,
defiant, clown around and bully
others, pester others
Goal: Immediate and continuous
Goal: to receive constant praise and
attention
maintain superiority
Passive Constructive
Passive Destructive
Charm others, manipulative,
manipulate by helplessness, vain,
cute, sycophant, clinging, selfcentered
Bashful, dependent, untidy, selfindulgent, lazy, lack of
concentration, claims tasks are too
hard, lack of positive action
Goal: to get others to serve them
Goal: Force others concern, get help
from others
Exercising power
► Avoid
putting pressure on them to succeed
because it will become a power struggle.
They will win.
► Teachers do not have to shoe children who
is the boss.
Exacting revenge
► Espouse
beliefs that all are ouot to get them
► They have been treated unfairly
► Create proof of the dislike by provoking
others to retaliate
► Lash out and hurt others and destroy
property
► Causing them more pain will result in their
causing more pain for others
Displaying inadequacy
► Discouraged
► “wrapped
in a cloak of inadequacy”
► Conclude they are not as good as others
and give up
► Avoid public display to avoid failure
Preventing discipline problems
► Encouragement
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vs. Praise
Focus on effort rather than product
Stimulates students to continue trying
Encouragement highlights value of learning
Praise focuses on level of accomplishment
Praise and encouragement
► Praise
► Encouragement
Your artwork is excellent
► You got the highest mark
on the exam
► You always work quietly
without disturbing others
► You are doing a wonderful
job on the new dance
movements
►
►
►
►
►
You really seem to enjoy
art.
I an tell you worked hard
to prepare for your exam
It is important to you to do
your own work
You obviously have been
spending a lot of time
perfecting these dance
movements
Logical consequences
► Contrived
and applied as necessary to
control students’ behaviors
► Although the consequence does not happen
naturally, it has a connection to the
behavior.
► It is not a punishment. Punishment is
connected to the person giving it; not to the
behavior.
Examples
Behavior
Logical consequence
Student pushes another down the
stairs
Choice of avoiding this behavior or
waiting until the stairs have cleared
and then go down them
Incomplete or sloppy paper
Teacher will read it only when it is
cleaned or completed
Writing on walls
Clean it up or pay the janitor to
clean it
Writing on or gouging desks
Sand and refinishing the desk
Fighting at recess
Plan for avoiding fights or not going
to recess
Strengths
► Promotes
a sense of autonomy for the
students
► Incorporates a preventive approach to
discipline
► Helps students learn corrective behavior
► Promotes mutual respect
► Assists teachers to consider causes of
behaviors before they take action
Weaknesses
► Teachers
have trouble determining motives
of students
► Students may not admit their real motives
► Difficult to respond in a non-controlling way
► Complex dialogue with students