According to Canter, well-behaved students have the right to learn in a classroom without distraction. This means that the teacher must discipline poorly behaved students in the best interests of the rest of the class. The Right to Teach. Teachers should be given the same right to a peaceful working environment as other professionals.
|Published (Last):||12 February 2010|
|PDF File Size:||8.50 Mb|
|ePub File Size:||9.54 Mb|
|Price:||Free* [*Free Regsitration Required]|
Assertive discipline is very structured and systematic. While consulting for many school systems throughout the United States, the Canters found that the majority of teachers were having difficulty controlling bad behavior in their classrooms. They also found that many teachers were lacking appropriate training in classroom management. Using a positive behavior management model that focused on cooperation, rather than authoritarian methods, to gain positive classroom behavior, the Canters hit upon a truly workable device that has helped thousands of teachers gain confidence in the classroom.
Assertive Discipline has grown considerably since the s and is currently one of the most widely used classroom management training programs in the world.
Overview This method teaches that the teacher has a "right" to decide what is best for his or her students. Teachers should determine what is best for all students and then expect compliance. The main axiom of this method is that no student should ever prevent a teacher from teaching or keep another student from learning, period.
In order to achieve this axiom, teachers must behave assertively, not aggressively or passively. They must be consistently assertive in their wants and expected behavior in the classroom. This works well, because the students see the teacher is firmly requesting a standard of behavior, and that he or she is going to take assertive steps to ensure that students respect their wishes.
This method has the teacher giving clear, firm direction, which, if followed, is met with positive reinforcement; if not followed, the undesired behavior is met with negative consequences. Students are not viewed as enemies and are not treated with a hostile or sarcastic attitude. Rather, students are viewed as allies who are expected to cooperate for the good of all. Teachers who have adopted this method say it is easy to use and implement.
Having the ability to be assertive is key to this method. If you are a teacher who has trouble being assertive, a course on assertiveness may be of assistance to you. Assertive Discipline Techniques The technique is very simple with assertive discipline. It puts the teacher in charge and makes him or her "the boss" of the classroom. It does not use intimidation, threats, sarcasm, or authoritarianism to get results.
Assertive discipline allows for differences of personality and supportive friendships. It has no room for negatively disruptive behavior, bullying, or ostracizing of other students. Want to learn more? Take an online course in Solving Classroom Discipline Problems. Principal techniques -- mantras and sticking points: I will not tolerate any student stopping me from teaching.
I will not tolerate any student preventing another student from learning. Whenever a student chooses to behave appropriately, I will immediately recognize and reinforce that behavior. I am an assertive teacher and I am the boss in my classroom. Catch students being "good. Consistently let students know you are happy with good behavior be specific.
Reward exceptional behavior. Make clear what the consequences are for bad behavior. Follow through with negative consequences for breaking the rules. Conclusion Assertive discipline is a simple, effective system to assist teachers in achieving peace and structure in the classroom.
It is the most popular classroom management method because of its simplicity and effectiveness. This method requires that the teacher use an attitude of cooperation and a "take-charge" assertive attitude to elicit that cooperation from students. It also requires that the teacher catches her students "being good.
Consistency, fairness, and follow-through are key. You Decide: Jake has been using assertive discipline in his classroom for about two months. He has set clear guidelines, posted the rules on a board in the class for all to see and has consistently, but casually, pointed out students who are behaving to his standards.
For the most part, they are good students who do not disrupt the class. Jake loves football; he and most of the other students like to hear how the team is doing after class and they usually get a quick update from the three boys.
Ever since football season has started, these three boys have been walking into class late as a group after practice, and have been being loud and boisterous upon entering.
Using the assertive discipline method, what should Jake do? You Decide Answer: Jake should point out that he understands they are pumped up after practice and that it is hard to take it down a notch, however, they are disrupting the learning of their fellow students. He needs to let the boys know, in no uncertain terms, that this behavior is unacceptable and will not be tolerated. He should clearly remind them of rule number five. If they walk in after the next practice quietly and with respect for their fellow students, he should acknowledge that with positive feedback at the end of class.
If, however, if they are disruptive again, negative consequences should be administered; such as contacting the football coach, parents or principal. There is no room for favoritism with assertive discipline. There needs to be mutual, equal respect for all students in the class.
Cooperative Discipline Introduction Cooperative discipline was developed by Linda Albert and Rudolf Dreikurs, and uses the theories of Alfred Alder, who created classic Alderian psychology. Like assertive discipline, it proposes to use the cooperation of students to achieve good behavior in the classroom.
The basic premise of this model is that students misbehave to achieve one or all of four goals: attention, power, revenge, or avoidance of failure. It is up to the teacher to determine which goal is driving the behavior of the student and help thwart it by using cooperative discipline techniques.
Overview While many classroom management and discipline methods provide input to teachers on how to address bad behavior while it is occurring, most do not help teachers stop the behaviors from recurring again in the future. Encouragement techniques are not time-consuming for the teacher, and they are easy to learn and practice. The purpose is to make the misbehaving student feel they are valuable members of the classroom.
They are: Capability: The students need to feel capable of completing their work to satisfaction. There are three ways to accomplish this: Create an environment where it is safe to make mistakes. Make learning objectives obtainable for all students. Connection: Students need to know they can develop positive relationships with teachers and fellow students. There are four ways to accomplish this: Be accepting of all students, no matter what his or her past behavior was; show that you like the person, not the behavior.
Listen to students and show an interest in their lives outside of class. Give praise. Build relationships with kindness and respect. Contribution: When students contribute to the well being of the entire class, they feel like they are a member of a team and that they make a positive difference. There are three ways to help students feel they are contributing positively to the class: Involve all students in making decisions; praise helpful suggestions. Use cooperative learning groups.
Use peer tutoring. The point of cooperative discipline is to create an environment that encourages collaboration. Have your students help you develop a code of conduct in the classroom. This will help them stick with the rules.
The Four Goals of Misbehavior and How to Manage Them As mentioned in the introduction, according to cooperative discipline theory, in the majority of cases, there are four main goals that drive a student to misbehave: Goals Intervention Methods Attention I want to be center stage.
Making noise, using obscenities, not listening to the teacher, will all get me the attention I want from my peers and the teacher. Stand close to the student while continuing the lesson.
Give a negative look to the student. Distract the student by asking a direct question. Power I want to be the boss. I am smarter than the teacher. I want things my way. Acknowledge the student by telling them they are right, but that there will be consequences to their refusal to follow classroom procedure. Change the activity unexpectedly. I want to break things, cause damage, and manipulate others into feeling guilty and sorry for me. Revoke a privilege. Create a bond, make sure the student knows you like them and care about them, but do not like their behavior.
Make them, clean, replace, or repair any damage they have caused. Acknowledge the difficulty of the task, and remind them of past success. Have peer tutors work with the student. Modify the lesson. Conclusion Cooperative discipline seeks to reach collaboration with students. Teachers should keep in mind that with this method, forming trusting, cooperative relationships is key.
Additionally, this method holds to the theory that students misbehave to achieve one of four goals: attention, power, revenge, or avoidance of failure. It is up to the teacher to decide which is motivating the student and to respond appropriately and immediately. You Decide: Mrs. She has a great group of students in her fifth grade class who usually get along very well. However, one has been misbehaving frequently over the last few weeks. Sam has been pretending to have vision problems.
What should Mrs.
Assertive discipline is very structured and systematic. While consulting for many school systems throughout the United States, the Canters found that the majority of teachers were having difficulty controlling bad behavior in their classrooms. They also found that many teachers were lacking appropriate training in classroom management. Using a positive behavior management model that focused on cooperation, rather than authoritarian methods, to gain positive classroom behavior, the Canters hit upon a truly workable device that has helped thousands of teachers gain confidence in the classroom. Assertive Discipline has grown considerably since the s and is currently one of the most widely used classroom management training programs in the world. Overview This method teaches that the teacher has a "right" to decide what is best for his or her students.
11 Key Features of Assertive Discipline Theory (2020)
Assertive Discipline Assertive discipline is a structured, systematic approach designed to assist educators in running an organized, teacher-in-charge classroom environment. The Cantors, rightfully so, attributed this finding to a lack of training in the area of behavior management. The Cantors believe that you, as the teacher, have the right to determine what is best for your students, and to expect compliance. 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. Assertive teachers react confidently and quickly in situations that require the management of student behavior. They give firm, clear, concise directions to students who are in need of outside guidance to help them behave appropriately.
Types of Classroom Management: Assertive Discipline
Brief overview[ edit ] Assertive discipline is a structured, systematic approach designed to assist educators in running an organized, teacher-in-charge classroom environment. Today, it is the most widely used behavior management program Walker, They also marketed products aimed at educating teachers on other topics such as motivation, violence prevention, conflict resolution, and instructional strategies with titles like "How to Get Parents On Your SideTM". They provided professional development training for teachers, and materials that could be used by universities for degree programs and graduate-level course work.