8/6/2019 Canters Model

1/25

The Lee and

Marlene

CantersAssertive

DisciplineVTE-ED578-Classroom ManagementUniversity of Phoenix

Learning Team A

Catherine Cox

Jill GarloffMichael Bonds

Debra Hampson

8/6/2019 Canters Model

2/25

Introduction to AssertiveDiscipline

}Assertive Discipline provided teacherswith the first workable procedure forcorrecting misbehavior efficiently througha system of easily administered correctiveactions.

} The Canters popularized the concept ofrights in the classroom.

} Established that students need and wantlimits to help them behave.

8/6/2019 Canters Model

3/25

The Key Elements toAssertive Discipline Todays students have clear rights that must be met if they

are to be taught effectively.

Students rights include a caring teacher whopersistently works for the best interest of the student.

Teachers have rights and needs in the classroom as well.

In order for teachers to perform, they need to havethe support of parents and administrators, and to

do their job without disruption.

8/6/2019 Canters Model

4/25

Key Elements continued

The most effective teachers are thosewho remain in control of the class whilealways remembering that their main dutyis to help students learn and behave

responsibly.

Teachers must behave in the mannerthat demonstrates trust and respect.

8/6/2019 Canters Model

5/25

Key Elements continued A gooddiscipline plan, basedon trust and

respect, is necessary for helping students limit

their counterproductive behavior.The plan must contain rules andconsequences that are understood by students

and parents alike.

Teachers should practice positive

repetitions. Positive repetitions involve repeating instruction

in a positive manner such as Thanks you forputting the books away nice and neatly.

8/6/2019 Canters Model

6/25

Key Elements continued Students should enjoy positive support when they

behave acceptably.

This type of reaction from the teacher is apowerful motivator for students to behave

according to expectations.

Todays teachers must not only model proper classbehavior but often must directly teach it as well.

Stating and applying consequences to the rulesis only the beginning of the process, students

must learn that the proper classroom behaviorwill lead to their own scholastic success.

8/6/2019 Canters Model

7/25

Key Elements continued

Teachers can successfully teach themajorityof students typically thought ofas

difficult to manage.

This is done by teachers continuallyreaching out to students andshowing their eagerness to help.

8/6/2019 Canters Model

8/25

Key Elements continued} Teachers are most effective when they use a

proactive, rather than a reactive, approach

todiscipline.

Reactive teacher did not preventmisbehavior, but merely reacted with aconsequence.

Proactive misbehavior is anticipated and aplan is in place, so teachers reaction is in apositive manner.

8/6/2019 Canters Model

9/25

Types of Teachers and theiraffect on the classroomHostile teachers remove any pleasure in learningfrom the classroom, and prevent the development ofmutual trust and respect.Nonassertive teachers fail to help the classformulate reasonable expectations or areinconsistent in dealing with students. This causesstudents to feel insecure and frustrated.Assertive teachers clearly, confidently, andconsistently model and express class

expectations,(while working) hard to build trust withthe class.

Which one are you?

8/6/2019 Canters Model

10/25

Model Implementation

Assertive Discipline can be introduced atany time, but the beginning of the semester

is ideal.

Teacher decides:

1. Desired behavior

2. Methods to build trust

3. Methods for positive recognition

4. Corrective action

8/6/2019 Canters Model

11/25

Model ImplementationTeacher and class work together:1. Teacher solicits students ideas on the kinds

behavior to make classroom pleasant, safe andproductive.

2. Class formulates 3-5 specific rules to governbehavior. Ex: keep hands to yourself instead ofshow respect

3. All students asked if they can agree and abide byrules.

4. Teacher emphasizes that the rules apply toeveryone all the time.

5. Discipline plan is submitted to administration forapproval.

8/6/2019 Canters Model

12/25

8/6/2019 Canters Model

13/25

Teaching Expected Behavior

1. Students taught acceptable behavior by teachers modeling and explaining desiredbehavior, as well as daily practice. Most important rule Follow directions.

a. Identify the academic activities,routine procedures, and special

procedures for which directions areneeded.

b. Identify the specific directions thestudents will need.

c. For the older student

1. Explain the rational for the direction

2. Involve the students by asking questions3. Explain the specific directions

4. Check for student understanding

d. Once taught directions should be reinforced through positive

repetition, instead of focusing on the students who isnt on task, thedesired behavior is repeated Sally has her planner out and is writing.

8/6/2019 Canters Model

14/25

Establishing Behavior Limits

Rules state exactly how the students are to behave.

Positive Recognition or Positive Support

a. Should be personal

b. Is genuinec. Descriptive and specific

d. Age appropriatee. Used frequently as it tends to raise self-

esteem.f. Encourages good behavior

g. Builds a positive classroom climate

8/6/2019 Canters Model

15/25

Establishing Behavior LimitsContinued Corrective actions are invoked when a students behavior prevents

other students from learning.

a. Corrective actions are neverphysically or psychologicallyharmful, but are unpleasant.

b. Consistency of corrective actionmakes it effective, not the severity.

c. While invoking corrective actions:i. Speak calmlyii. Be consistentiii. Provide an escape mechanism for

students who are upset. Ex: writing injournal log.

8/6/2019 Canters Model

16/25

Establishing Behavior LimitsContinued

iv. When younger students

continue to disrupt, move in

and speak quietly to the

student, reaffirming the rules

and consequences.

v. When older students

continue to disrupt, moveout of the classroom and

speak with them privately.

8/6/2019 Canters Model

17/25

Establishing Behavior Limitscontinued Redirect non-disruptive off-task behavior by using:

a. The Look- eye contact withdisapproval

b. Physical proximity move beside

student.c. Mention off-task students name

in context with desired behavior.

d. Use proximity verbal recognition:Praise student who is on-task in the vicinityof the student who is off-task.

8/6/2019 Canters Model

18/25

Establishing Behavior LimitsContinued

Using a discipline hierarchya. Make a discipline hierarchy that lists

corrective actions and the order inwhich they will be imposed in the day.

b. Teachers must keep track of individual

student offenses.

8/6/2019 Canters Model

19/25

Establishing Behavior Limitscontinued Working with difficult students.

Teachers reach out to gain trust by:

* Putting themselves in students place

* Being proactive, anticipate studentbehavior problem, have strat-

egies ready

* Taking a student interest inventory

* Greet students individually atdoor.

* Giving one-on-one attention* Making phone calls to students after

school.

* Sending get well cards when they are ill.

8/6/2019 Canters Model

20/25

Establishing Behavior Limits Working with difficult students

Teacher must determine special needs of the

student and meet them by:* Giving attention maximumamount in the shortestamount of time.

* Set firm limits enforce the classrules consistently in non-

confrontational way.* Motivate student by showing faithin his ability.

8/6/2019 Canters Model

21/25

Establishing Behavior Limitscontinued

Working with difficult students

Teacher must provide positive support

by:* Enter reminders of whom you

wish to acknowledge positively.

* Post reminders at strategic pointsin classroom.

* Put sticker on your watch fact toremind you to provide positiverecognition to someone whoneeds it.

8/6/2019 Canters Model

22/25

Establishing Behavior LimitscontinuedWorking with difficult students.

Problem solve with student by:

* Meet briefly privately* Show empathy and concern* Focus on helping the student gain

insight into their behavior.

* Help the student determine howtheir behavior can be improved.

* Disarm the students criticism of you,ask for specific examples of what youare doing.

* State your expectations about how tostudent is to behave.

8/6/2019 Canters Model

23/25

Pros of Canters Model

} It promotes a pleasant supportive classroom

that allows the teacher to teach and student tolearn} It is effective} It is easy to implement} It meets the needs of the teacher} It teaches students how to behave responsibly

} It preserves instructional time} It eliminates the unpleasantness of verbal

confrontation

8/6/2019 Canters Model

24/25

Cons of Canters Model

} Teacher is still the authority figure with allof the power

} Has been criticized for being focusedmore on suppressing unwanted behaviorthan on helping students learn to controltheir own behavior.

} Has been criticized for being too harsh

8/6/2019 Canters Model

25/25

ConclusionThe central point of

Assertive Discipline is that students must be

taught, in an atmosphere of respect, trust, andsupport, how to behave responsibly (text p. 51)

has resounded with over 1.5 million teachersand administrators since its advent in American

schools in 1976. The Canters system ofclassroom management is a clear, easily

implemented method which, though the first ofsuch plans to be developed, remains popular

today, 35 years later.