Implementing Assertive Discipline
Hypothesis: Implementation of the A.D model should result in an increase of time on task while decreasing frequency of misbehaviors and increasing students time on task
Methodology: Implementation of Assertive Discipline ModelDecrease Coercive/Aggressive responses Increase Positive feedbackUse directive and informative feedback for
misbehaviorPost Rules and behavior requirements with positive
connotationsRecognize desirable student behaviors and give
little importance to undesirable behaviorsEstablish Hierarchy of punishments:
1. Verbal Warning2. Move student away from stimulus3. Time Out 4. Phone Call w/ student present5. Parent/Teacher Phone Call 6. Referral7. Meeting with Administration
Participants:Location: Suburban Middle School in VirginiaEducation System: Large school divisionStudents: 74 total. 44 males and 30 femalesTeachers: 2 Female Teachers of non-caucasian
descent with 3-5+ years of teaching experience at the middle school level
Content of Lessons: Dance Unit- line dances, Latin, and thriller dance
Class Info: Team taughtOnly class seen everydayLongest of the day (1 hour)Considered a “Special education dump” class
Key points:Aggressive techniques recognized by over 90% of
students as being used “sometimes” or “most of the time”. Post test revealed only 80% of students agreed with the above statement.
97% of students stated believing that they behave appropriately “sometimes”, “most of the time”, or “always” meanwhile they believed their classmates behaved that only behaved that way “rarely” or “sometimes” (76%).
90% on pretest and 93% on post test stated that although they recognized students misbehaving, they did not approach teacher or student about behavior.
Likert Scale Questionnaire
Student Behavior Recording Sheet (SBRS)
Students primarily off task on non-structured tasks or when with peers
Less off task behaviors with more recognition responses
Teacher Response Sheet (TRS)
High amounts of D to begin, Low R
I/D = lower level of response from students
Increase in R lead to decrease in off task behavior (see TRS table)
Limitations
9 daysTeacher reaction vs. assertive discipline
model reactionStructured setting: Lack of
equipment/competitive playClass dynamicsStudent input
LiteratureDecrease in
frequency of disruption
Increase in teacher praise
Rate of being told off
Communication
ConclusionAffirms all prior
literature and studies
Recognition inspires students to behave appropriately
Decrease in frequency of misbehavior and increase in time on task
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