ASSERTIVE DISCIPLINE WEEK 5

ASSERTIVE DISCIPLINEWEEK 5

Kirsty1

Kirsty intro & exit from video2

Record on the know-o-meter how much you know about Assertive Discipline.

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What is Assertive Discipline?Assertive Discipline is a direct and positive approach to discipline that makes it possible for the teacher to teach and the students to learn.

Rose4Developed in the 1970s Lee and Marlene Canters model focuses on punishing unacceptable behaviours and providing positive reinforcement of acceptable behaviours.

Canters Assertive Discipline ModelRose5

Principles of Canters Assertive DisciplineBoth teachers and students have rights in the classroom.While giving rewards and punishments, teachers must work towards creating an optimal learning environment.Teachers must apply rules and enforce consequences consistently without bias or discrimination.Teachers should use a discipline hierarchy.Teachers should be assertive rather than non-assertive or hostile.

Rose6Response StylesKaren7Non- assertive response style

Karen8Hostile response style

Karen9Assertive response styleNEED PIC HERE FOR ASSERTIVE RESPONSEKaren10

Scenario 1 Was the teachers response style

Non assertiveAssertiveHostile030Karen11

Scenario 2 Was the teachers response style

Non assertiveAssertiveHostile0of30Karen12Scenario 3Was the teachers response style

Non assertiveAssertiveHostile0 of 30Karen13Getting the assertive discipline approach up and running in the classroom

Sharon14

Implementation steps:Establish positive relationships in the classroom.Develop a discipline plan to use in the classroom.Teach the discipline plan to the students.Sharon15Implementing (contd)Continually reinforce expectations and consequences by monitoring.Use positive recognition to motivate students.Ask for support beyond the classroom.

Sharon16A practical example of implementing Assertive Discipline. (What a pre-service teacher did)

Fiona17Katherines RulesClass Rules

Listen CarefullyFollow DirectionsWork Quietly (do not disturb others)Respect others (be kind with words and actions)Respect school and personal propertyWork and play safeSharon as Katherine18Katherines Discipline PlanDiscipline Plan

WarningTime out5 minutes out of recessContact parentsSend to principalSend to Counsellor

Sharon as Katherine

19Katherines Reward SystemRewardsPraiseStickers/StampsPositive note to parentsTrip to surprise bowlSharon as Katherine

20Additional points to Katherines planClass reward system based on a points systemClass procedures during discussions and transition timesSharon as Katherine21

OutcomeKatherine was successful in implementing the plan and earning the respect of the students.Students responded well as Katherine kept reminding them of the rules and using positive reinforcement.The mentor teacher was impressed with Katherines performance.Fiona22

Hot seat question time.23Positives of Canters Assertive Discipline modelStudents know where they standNegative consequencesPositive consequencesConsistent.Discipline plan protects the rights of the teacher and the students.Students respond to positive reinforcement.Teachers needs are met first.There is support available for teachers.

Kirsty24Positives (Contd)Gives teachers a greater satisfaction in their role.Works for teachers who have varying qualifications, experience and knowledge of subject.Allows you to adapt the use of Assertive Discipline to suit your own personal style.

Kirsty25Facilitation of cognitive, affective, social and moral development of students.CognitiveBehaviourist discipline models are designed to modify or manipulate student behaviour.Human Nature- students will alter their behaviour in order to receive rewards and avoid punishment.

AffectiveWeak discipline structures or emotional difficulties at home - appreciate a clear structure to discipline at school.Increases a students self esteem through consistent, meaningful and positive recognition.Kirsty26

SocialPeer pressure to conform.Competition.

MoralKnowing the rules and consequences makes students accountable- reflecting real life. Facilitation of cognitive, affective, social and moral development of students.Kirsty27Criticisms of Canters Assertive Discipline modelImplementationLong term investment for short term rewards.Fiona28Criticisms (contd)ImplementationRequires whole school and parental support.

Dear Teacher,I promise I will not contact you every time Amy misbehaves at home if you promise not to contact me every time she misbehaves at school.Fiona29Criticisms (contd)ImplementationTime consuming- students should earn:10 points per hour,That is 50 points a day,For a class of 28 students, that equates to 1400 pieces of data to analyse, copy and handout certificates/ awards.(Kohn, A 2001)

Fiona30Diversity and InclusionOne rule for all.Treats symptoms and not causes of bad behaviour.Creates competition amongst the students.

Criticisms (contd)Odette31Cognitive development of children and adolescentsLowers creativity and performance (Intrinsic motivation)Students have no input into the rules, therefore they:Are not interested in the rules.Feel manipulated and controlled instead of being instilled with values.Dont understand the reasons behind the rules.Dont learn self discipline.Dont transfer the rules to other environments. Criticisms (contd)Odette32Social and Moral DevelopmentTeachers expect misbehaviour.visual and aural humiliation.students behave purely to please the teacher.encourages cheating and lying.

Criticisms (contd)

Odette33Social and Moral Developmentchildren learn that it is useless to negotiate because this is reserved for equals.Criticisms (contd)34Assertive Discipline QuestionnaireSam35As a teacher do you feel your role is to be the boss in the classroom?

YesNoUnsure

Sam36When students misbehave, do you stay calm when dealing with inappropriate behaviour.

YesNoSometimesSam37

In developing and implementing the classroom discipline plan, do youTell the students the rules once and reinforce infrequently.Display the rules, hierarchy of consequences and rewards in the classroom.Keep the rules to yourself.0%

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Sam38In communicating rules to your students, do you

Assume students know the rules are similar to last years rules.Communicate your expectations clearly.Tell students the rules failing to establish the importance of the following rules.

Sam39As a teacher do you believe that;

Only teachers have rights in the classroom.Only students have rights in the classroom.Both teacher and students have rights in the classroom.Sam40

In providing disciplinary consequences to students, do youConsistently provide consequences when students misbehave.Consistently follow through on the promised consequences.Provide the consequences in a calm, clear assertive manner.All of the above.0%

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Sam41As a teacher do you think it is important to:

Praise Students frequently?Praise students only when you remember?Only praise students who are following the rules?Sam42

In providing instructions to my class, I use the following approach:I continuously give instructions until all students are on task.I tell students what I want only once.Use the broken record approach but limit myself to 3 repetitions.0%

0%0%

Sam 43ConclusionOdette44For more informationVisit our wiki:http://foundationsassignment.wikispaces.com/Odette45