Pra 3107 Canters Assertive Discipline (Power p)

8/14/2019 Pra 3107 Canters Assertive Discipline (Power p)

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LIM KEAT HENG, JIP, IPGKTAR 203



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APA IA DISIPLIN ASERTIF?

DISIPLIN yang mementingkan pendekatan positif untuk membimbing dan mengajar

kanak-kanak belajar :

kawalan diri (self-control) meluahkan perasaan secara tegas (assertiveness)

menghargai harga diri kanak-kanak (child's self-esteem)

menjadikan model yang baik utk menangani masalah(Sets a good example of effective ways to solveproblems.)



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Hak guru sebagaipendidik ialah

Bertugas dalampersekitaran optimauntuk pembelajaran

Dihormati dan dilayan

dengan tingkahlakuyang besesuaiandaripada kanak-kanak

Disokong oleh pihak

pentadbir sekolah Diberi bantuan

daripada pihakpentadbir dan ibu bapa

bila sesuai. LIM KEAT HENG, JIP, IPGKTAR 2013


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Hak kanak-kanak sebagai kanak-kanak ialahmendapat

guru yang boleh membantu perkembangan mereka,dalam masa yang sama mengurangkan tingkah lakukendiri yang bermasalah dan destruktif.

Sokongan daripada guru mereka untuk menunjukkantingkah laku bersesuaian.

Peluang memilih bagaimana untuk bertingkah lakuberdasarkan pengalaman yang dialaminya.



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NEEDS AND RIGHTS IN THE

CLASSROOMOF STUDENTS

To have a warm,supportive

classroom environment in whichto learn, where teachers do all intheir power to help students besuccessful.

OF TEACHERS

To teach as they believe correctwithout interruptions, and withsupport from theiradministrators and cooperationfrom parents.



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Guru yg asertif: Guru menyediakan rancangan disiplin yang jelas

menerangkan tentang harapan dan kesan.

Guru asertif adalah lebih berkesan berbanding denganguru garang ataupun guru yang tidak tegas. Suasanapenyayang dan menyokong adalah sesuai untukmeningkatkan pembelajaran.



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Tokoh yang selalu dikaitkan dengan

Assertive Disciplineialah Lee Canter

(1976). Beliau menghasilkan model

disiplin ini selepas menghabiskan

beribu-ribu jam memerhati guru- guru

dalam bilik darjah. Apa yang terkandung

dalam model ini berdasarkan kejayaan

guru.

Canters Assertive Discipline

Model



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Prinsip-prinsip Disiplin Asertif

Canter Guru menegaskan perlakuan yg

bertanggungjawab.

Sekiranya gagal melaksanakan disiplin asertif,

sebab utama ialah kelemahan guru mengawalkelas.

Ramai guru beranggapan kawalan (kelas) yangtegas, akan berlaku tindakan tidakberperikemanusiaan.

Anggapan ini adalah salah. Sebaliknya, kawalantegas yang berpatutan menjamin kebebasan

individu . LIM KEAT HENG, JIP, IPGKTAR 2013


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Beliau menegaskanbahawa guru patutmemerhati kanak-kanaksemasa merekamelakukan perbuatanbaik dan memberi pujiandan sokongan kepada

mereka.



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Response Styles



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Non- assertive response style



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Hostile response style



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Assertive response style



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There Are 3 Different Kinds of Teachers.

Hostile Teachers Their messages indicate

a dislike for students.

Students tend to feel

they are being unjustly

controlled.

Nonassertive Teachers They seem wish-washy,

unable to state clear and

consistent expectations.

Students learn not to take

these teachers seriously.

Assertive Teachers

They clearly, confidently, and consistently

express expectations, attempt to build

trust, and teaches students how to behave

so learning can progress.

WHAT KIND OF TEACHER ARE YOULIM KEAT HENG, JIP, IPGKTAR 2013


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Pelaksaan disiplin asertif dlmbilk darjah prasekolah



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Langkah-langkah pelaksanaan:

Membentuk hubungan positif dlm bilik darjah

(Establish positive relationships in the classroom).

Mewujudkan pelan disiplin yg jelas (Develop adiscipline plan to use in the classroom).

Memastikan kanak-kanak memahami pelan disiplin

itu (Teach the discipline plan

to the students).



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Pelaksanaan

Pengukuhan secara berterusan (Continually reinforce

expectations and consequences by monitoring).

Guna pengukuhan positif (Use positive recognition tomotivate students).

Dapatkan bantuan dari pihak

Lain ( Ask for support beyond

the classroom.)



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Satu contoh: A practical example of

implementing Assertive Discipline.

(What a pre-service teacher did)

http://dailypilot.com/dailyblogger/ablank/wp-content/uploads/2009/06/teacher.jpg


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Katherines Rules

Class Rules

1. Listen Carefully2. Follow Directions3. Work Quietly (do not disturb others)

4. Respect others (be kind with words and actions)5. Respect school and personal property6. Work and play safe



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Katherines Discipline Plan

Discipline Plan

1. Warning2. Time out3. 5 minutes out of recess

4. Contact parents5. Send to principal6. Send to Counsellor



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Katherines Reward System

Rewards1. Praise2. Stickers/Stamps3. Positive note to

parents

4. Trip to surprise bowl



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Additional points to Katherines

plan

Class rewardsystem based ona points system

Class proceduresduringdiscussions andtransition times



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Outcome Katherine was successful in implementing the plan

and earning the respect of the students.

Students responded well as Katherine kept remindingthem of the rules and using positive reinforcement.

The mentor teacher was impressed with Katherinesperformance.



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Kelebihan model Canter

(disiplin asertif) Pelajar tahu dan faham peraturan dan akibat jika

peraturan tidak dipatuhi (Students know where theystand Negative consequences and Positive consequences)

Ada konsistensi (Consistent) tidak mengelirukan.

Pelan disiplin melindungi hak semua (Discipline planprotects the rights of the teacher and the students.)

Pelajar respons secara baik dan berkesan terhadappengukuhan positif (Students respond to positivereinforcement.).

Konsep harga diri (self esteem) pelajar meningkat



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Assertive Discipline Questionnaire



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As a teacher do you feel your role is to

be the boss in the classroom?1. Yes

2. No

3. Unsure



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When students misbehave, do you stay calm

when dealing with inappropriate behaviour.

1. Yes

2. No

3. Sometimes



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In developing and implementing the

classroom discipline plan, do you1. Tell the students the rules once and

reinforce infrequently.

2. Display the rules, hierarchy ofconsequences and rewards inthe classroom.

3. Keep the rules to yourself.

0%

0%

0%



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In communicating rules to your

students, do you1. Assume students know

the rules are similar tolast years rules.

2. Communicate your

expectations clearly.

3. Tell students the rulesfailing to establish theimportance of the

following rules.



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As a teacher do you believe that;

1. Only teachers haverights in theclassroom.

2. Only students haverights in theclassroom.

3. Both teacher andstudents have rightsin the classroom.



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In providing disciplinary

consequences to students, do you1. Consistently provide consequences

when students misbehave.

2. Consistently follow through on thepromised consequences.

3. Provide the consequences in a calm,clear assertive manner.

4. All of the above.

0%

0%

0%

0%



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As a teacher do you think it is

important to:

1. Praise Studentsfrequently?

2. Praise studentsonly when youremember?

3. Only praise

students who arefollowing therules?



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In providing instructions to my

class, I use the following approach:1. I continuously give instructions

until all students are on task.

2. I tell students what I want onlyonce.

3. Use the broken record approachbut limit myself to 3 repetitions.

0%

0%

0%



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I have come to a frightening conclusion. I am thedecisive element in the classroom. It is my personalapproach that creates the climate. It is my daily moodthat makes the weather. As a teacher I possesstremendous power to make a childs life miserable or

joyous. I can be a tool of torture or an instrument ofinspiration. I can humiliate or humor, hurt or heal. In allsituations it is my response that decides whether a crisis

will be escalated or de-escalated, and a child humanized

or dehumanized.

In closing, never forget the power and impact you can have with children.

-Haim Ginott

Pra 3107 Canters Assertive Discipline (Power p)

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