Assertive Discipline

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ASSERTIVE DISCIPLINE

 

 

 

This model is developed by Lee Canter who is a child guidance specialist. He has established an organization in California called Canter and Associates, through which he provides training for teachers who want to become more assertive in their teaching. He and his wife lead workshops all over the US and the world.Canter believes that teachers have traditionally ignore their own needs in the classroom.

 

However, they have their own needs, wants, and feelings just as their students. For Canter, teachers must insist that their own rights are met in the classroom. These rights include :

Canters advocate that teachers must learn to assert themselves. Assertive teachers clearly and firmly communicate personal wants and needs to students and are prepared to enforce their words with appropriate actions. They atttempt to get their own needs met and still take into account the capabilities of their students. Teachers need to communicate the idea that they care too much about themselves to allow students to take advantage of them.They also need to show students that they care too much about them to allow their inappropriate behavior to go unnoticed.
In simple terms, assertive teachers let students know that they mean what they say and say what they mean.

The assertive teacher is able to

Teachers, according to Canters, fall into one of three categories regarding to their response styles to misbehaviors of their students. These response-style categories are assertive, hostile and nonassertive.
 

A nonassertive teacher is passive, often inconsistent and unwilling to impose demands on student behavior. He fails to let the students clearly know what he wants and what he will not accept.

A hostile teacher address students in an abusive way. He often loses his temper. Hostile teachers and the behaviors they use, hurt students’ feelings, provoke disrespect and a desire to take revenge.

An assertive teacher protects the rights of both the teacher and the student. With this style, he makes his expectations known to students in a calm and businesslike manner. He backs up his words with actions when necessary.

In assertive discipline model, the teacher has to write out a discipline plan, gives a copy to the principal for approval and sends it home to parents asking feedback and suggestions. The teacher also teaches the plan to the students on the first day of the class.

In a teacher discipline plan,  Click to see >>
 

Assertive command: say name, gesture, touch, establish eye contact and tell the student exactly what to do.

 “Ahmet, you knew the rules and you have chosen to break them, now you must experience the consequences (states the student’s name, points a finger at her, and then gestures toward the door and makes eye contact) I want you to stand, go out to door and go straight to the principal’s office.”

 

 

 

 

 

If the student does not do what is asked from her, then the teacher repeats assertive command three times which is called broken record, then follow with consequences. The broken record technique involves a teacher’s insistent but not mean repetition of her original message.The teacher repeats the reques as originally stated- like a broken record. Teachers should use the exact words, same tone, same volume each time the request is delivered.

 

 

 

Who-squad: After the fifth breaking of the rule, the student is sent to the principal’s office. If he refuses, the teacher gives 2 previously prepared letters to a well-behaved student to take to the principal. They come to class and ask “who”. The teacher points and says the name. The squad then escorts the students to the office. Corporal punishment is not a part of assertive discipline.

Suggested classroom procedures