Week 3 - Limit Setting/Autocratic models
EDPP302
 2 teacher-centred, limit setting models of
behaviour management
 more on setting limits
 Assertive Discipline in detail. How it is done.
The Tension Model
CONSEQUENCES
an outcome of decisions
Positioning
Skill based
subjective
more indirect
individual
FEEDBACK
modelling
mirroring
narrative
reflection
notices difference
evocative
DECISION MAKING
TENSION
disequilibrium
dissonance
Tension 
 issue resolved
continues
advice giving
lecturing
interrogation
transparent options
judgemental
prescriptive
Limit Setting Models
Assertive Discipline – Canter & Canter
Preventive Discipline - Jacob Kounin
Positive Classroom Discipline - Fred Jones
Jacob Kounin
Bill Rogers
Decisive Discipline
Group Management
Fred Jones
Neo-Adlerian
Positive Discipline
Balson/Dreikurs
Humanism
Ginott/Rogers
Systems Theory
Solution focussed
Applied Behaviour
Analysis
Choice Theory
Behaviour Modification
William Glasser
Canter & Canter
Assertive Discipline
Cognitive-behaviourism
Models of Behaviour Management Continuum
Autocratic
Democratic
Student
Laissez-faire
empowered
Limit Setting
Leadership
Internal
Non-directive
motivation
Characteristics of the Models
Students require firm direction from teachers
Learning and behaviour are closely linked
Positive classroom relationships allow teachers
to be trusted and respected
Disruptive behaviour occurs in all classrooms.
Good teachers use techniques to negate its
impact on learning
THE CRISIS CYCLE
Integrated experience
External control
Staff actions
Internal control
Client actions
Preventive Discipline - Jacob Kounin
 teaching and discipline need to be integrated
 interested, stimulated and active learners reduce the risk of
disruptive behaviour
 planned and coordinated activities within lessons reduce
the likelihood of disruptive behaviour
 a positive, productive classroom atmosphere or tone is
pervasive for all participants
Preventive Discipline - Jacob Kounin
 Ripple effect
 Withitness
 Overlapping
 Smoothness and momentum
 Group alerting
when teachers correct misbehaviours in
one student, it often influences the
behaviour of nearby students
the disposition of the teacher to quickly and
accurately identify problem behaviour or
potential problem behaviour, and to act on
itdoing
immediately.
more than one thing at once.
Regardless of the level of classroom
activity, the teacher continues to be aware
of student’s individual activities and
moving in and out of activities
expects them to be working.remain on
smoothly, with appropriately paced
task.
and sequenced instruction
keeping all students attentive in a
whole-group focus
Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.
Positive Classroom Discipline - Fred Jones
Classroom management procedures must . . . .
 be positive and gentle.
 set limits and build cooperation in the absence of coercion
 be economical, practical and simple
 ultimately reduce the teacher's work load.
 offer incentives and encouragement for positive effort
Jones, Fred (2000) Tools for Teaching. Santa Cruz, CA: Frederick Jones and Associates.
Positive Classroom Discipline - Fred Jones
Three different management strategies are integrated to
form a three-tier approach to discipline management.
 Limit-setting
 Incentive systems
 Back-up systems
‘limit-setting and
relationship building form
a tier of the management
system which we might
best describe as the
interpersonal-interactive
level of management.’
from http://www.fredjones.com/Positive_Discipline/Discipline_Ch18.html
Positive Classroom Discipline - Fred Jones
Three different management strategies are integrated to
form a three-tier approach to discipline management.
 Limit-setting
 Incentive systems
 Back-up systems
Something the teacher can
provide that students like so
much that in order to get it they
will work throughout the
period/week/month. Examples
include PAT (preferred activity
time) and positive reinforcement
from http://www.fredjones.com/Positive_Discipline/Discipline_Ch18.html
Positive Classroom Discipline - Fred Jones
Three different management strategies are integrated to
form a three-tier approach to discipline management.
 Limit-setting
 Incentive systems
 Back-up systems
A series of responses the
teacher can call upon after the
above fails. A sequence of
consequences administered
within the classroom and a
backup system outside the
classroom
from http://www.fredjones.com/Positive_Discipline/Discipline_Ch18.html
Positive Classroom Discipline - Fred Jones
Positive Classroom Discipline - Fred Jones
There are seven steps in limit setting:
 Eyes in the back of your head
 Terminate Instruction
 Turn, look, and say the student’s name
 Walk to the edge of the student’s desk
 Prompt
 Palms
 Camping out
Stop what you are
doing and
concentrate on the
disruption
Face the student,
make eye contact,
Walk
calmlycalm
to front
and remain
of student’s desk and
Demonstrate
what is
avoid comments
expected
Lean towards the
student
Shift and maintain
eye contact to show
you are still aware
 2 teacher-centred, limit setting models of
behaviour management
 more on setting limits
 Assertive Discipline in detail. How it is done.
Setting limits
Redirecting the thoughts of students back to their behaviour and
creating a dilemma for them in which a decision or action is needed
Setting a limit is not the same as
issuing an ultimatum.
You can finish the work
nowdon’t
and finish
go the work
If you
out to lunch with the others
if it back
is
you willorstay
at lunch.
unfinished you will stay back at lunch
and I can help you with it. You decide.
Setting limits
Redirecting the thoughts of students back to their behaviour and
creating a dilemma for them in which a decision or action is needed
Setting a limit is not the same as
issuing an ultimatum.
The purpose of limits is to teach,
not to punish.
Through limits, people begin to understand that their actions,
positive or negative, result in predictable consequences. By
giving such choices and consequences, a structure for good
decision making is provided.
Setting limits
Redirecting the thoughts of students back to their behaviour and
creating a dilemma for them in which a decision or action is needed
Setting a limit is not the same as
issuing an ultimatum.
The purpose of limits is to teach,
not to punish.
Setting limits is more about listening
than talking. By listening, you will learn more about what’s
important to students, and that will help you set
more meaningful limits.
Setting limits
Explain which behaviour
is inappropriate
5
Saying ‘Stop that!” may not be
enough. The person may not
know if you are objecting to how
loudly he is talking or objecting
to the language that he is using.
Be specific.
Setting limits
Explain which behaviour
is inappropriate
5
Explain why the behaviour
is inappropriate.
Don’t assume the student knows why her
behavior is not acceptable. Is she
disturbing others? Being disrespectful?
Not doing a task she’s been assigned?
Setting limits
Ultimatums often lead to power
struggles because no one
wants to be “forced” to so
something.
By providing choices
with consequences,
you are admitting
that you cannot
force his decision.
But you can
determine what the
consequences for
his choices will be.
5
Explain which behaviour
is inappropriate
Explain why the behaviour
is inappropriate.
Give reasonable choices
with consequences.
Setting limits
Give a few moments for a decision to be
made. If upset, the student may not be
Explain which behaviour
thinking clearly. It may take her longer to
is inappropriate
think through what you’ve said.
5
Explain why the behaviour
is inappropriate.
Allow time.
Give reasonable choices
with consequences.
Setting limits
It’s important to set consequences that
are reasonable, enforceable, within your
Explain which behaviour
is inappropriate
Be prepared to enforce
your consequences.
. . . authority, and within
the policies and
procedures of your
facility or school.
5
Explain why the behaviour
is inappropriate.
Allow time.
Give reasonable choices
with consequences.
Setting limits
Explain which behaviour
is inappropriate
Be prepared to enforce
your consequences.
5
Explain why the behaviour
is inappropriate.
Allow time.
Give reasonable choices
with consequences.
Download ‘The Art of Setting Limits’ from CPI
 2 teacher-centred, limit setting models of
behaviour management
 more on setting limits
 Assertive Discipline in detail. How it is done.
Assertive Discipline – Canter & Canter
 Teachers have the right to determine what is best for your
students, and to expect compliance.
 No pupil should prevent you from teaching, or keep another
student from learning.
 Student compliance is imperative in creating and maintaining
an effective and efficient learning environment.
 To accomplish this goal, teachers must react assertively, as
opposed to aggressively or non assertively.
Hostile Teachers
 see students as adversaries
 use an abrasive, sarcastic and hostile style
 focus on the person not on the behaviour
 meet their own needs but disregard the needs of the students
Non-assertive Teachers
 ignore or react in desperation
 use a passive, inconsistent, timid and non-directive manner
 do not communicate their needs to the students
 show an uncertainty and fear of the students
Assertive Teachers
 respond confidently, politely and quickly
 give firm, clear, concise directions to students
 build positive, trusting relationships
 are demanding, yet warm in interaction
 listen carefully to what their students have to say, and
treat everyone fairly (not necessarily equally).
Assertive Discipline – Canter & Canter
Clear set of observable, class negotiated rules. Only 3 - 5 max.
For behaviour that breaks the rules a clear, pre-determined
set of consequences are laid out.
Focus on positive behaviour with constant reinforcement
through comments and recording of compliance.
All students are targeted for both positive recognition and
negative consequences when relevant.
CLASS RULES
No talking when the
teacher is talking
Stay in your seats
Keep your hands and
feet off other people
and their property
Follow the instructions
given by the teacher
CONSEQUENCES
1st
name on board 1st warning
2nd
tick - 2nd warning
3rd
tick - 3rd warning
4th
tick - stay back
after class
5th
tick - lunch time
detention
6th
tick - leave the
class, interview
with head teacher/AP
CLASS CONSEQUENCES
CLASS RULES
1st incident
name on board - 1st warning
No talking when the nd
teacher is talking
2nd incident
tick - 2 warning
Stay in your seats rd
3rd incident
tick - 3 warning
your hands
off after
otherclass
4th Keep
incident
tick -and
stayfeet
back
people and their property
5th incident
tick - lunch time detention
Follow the instructions given by the
6th teacher
incident
tick - leave the class, interview
with head teacher/AP
CLASS RULES
No talking when the
teacher is talking
Stay in your seats
Keep your hands and feet
off other people and their
property
Follow the instructions
given by the teacher
CONSEQUENCES
1st
name on board 1st warning
2nd
tick - 2nd warning
3rd
tick - 3rd warning
4th
tick - stay back
after class
5th
tick - lunch time
detention
6th
tick - leave the
class, interview
with head teacher/AP
Is it worth it?
Caleb
Fabio
Suzie
Jack
Bashir
Shannon
Carly
Jess
Ryan
Hassan
Tamika
Lucas
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Common pitfalls with Assertive Discipline
Students will not stop behaviours and often will be pushed
to get more ticks as a challenge or act of revenge
Ticks are delivered as punishment/consequences not
cues/signals
The list of students will be selective rather than inclusive
Ticks are delivered only to certain students in the class
No evidence of a ripple effect
Positive comments to compliant students are not
used enough or they are insincere
Little dilemma for students to change
Appropriate positive consequences are not in place
Jonahs contract
How would you handle Jonah?
View video
REFERENCES
Canter, L. &
Canter, M.
(1976)
Jones, Fred (2000)
Assertive discipline – a take charge
approach for today’s educator. Santa
Monica, CA
Tools for Teaching. Santa Cruz, CA:
Frederick Jones and Associates.
Kounin, Jacob S. (1970) Discipline and Group Management
in Classrooms. Holt, Rinehart and
Winston, Inc.
CLASS RULES
No talking when the teacher is talking
Stay in your seats
Keep your hands and feet off other people and their
property
Follow the instructions given by the teacher
back
CLASS CONSEQUENCES
1st incident
name on board - 1st warning
2nd incident
tick - 2nd warning
3rd incident
3rd warning
tick - stay
back after class
4th incident
stay back
class
tick - lunch
timeafter
detention
5th incident
lunch the
timeclass,
detention
tick - leave
interview with head
teacher/AP
tick - leave the class, interview with head
teacher/AP
6th incident
back