Stephany Uriona

Model of Discipline: Assertive Discipline and frequency of

misbehavior

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

Questions?