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Assertive discipline

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Firm discipline will be harmful to children and cause psychological harm (or ... Discipline procedures should be applied fairly to everyone ... – PowerPoint PPT presentation

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Title: Assertive discipline


1
Assertive discipline
2
Assumptions
  • Students must be forced to comply with rules
  • Students cannot be expected to determine
    appropriate classroom rules and follow them
  • Punishment will cause students to avoid bad
    behavior and engage in good classroom behavior

3
More assumptions
  • Good behavior can also be encouraged by positive
    reinforcement
  • For proper classroom management, parents and
    school administrators msut help to enforce rules.

4
  • Lee Canter-
  • Child guidance specialist
  • Established an organization called Canter and
    Associates
  • Provides training for teachers who want to become
    more assertive in their teaching
  • http//www.canter.net

5
Assertive discipline
  • Emphasizes punishing unacceptable behaviors
  • Providing reinforcement for behaviors that are
    acceptable to teachers

6
  • Canter believed that teachers generally ignored
    their own needs in the classroom in favor or
    satisfying the students needs.

7
Misconceptions according the Canter
  • Teachers should be able to handle discipline
    problems without help
  • Firm discipline will be harmful to children and
    cause psychological harm (or disrupt the student
    teacher rapport)

8
Misconceptions according the Canter
  • Discipline problems do not persist when students
    are provided with activities that satisfy their
    needs
  • Misbehavior has causes over which teachers have
    no influence

9
  • Canter believes these misconceptions lead us to
    discipline students in wishy-washy ways
  • This leads to other problems

10
To combat the problems
  • Teachers need to change their indecisive
    approaches
  • Insist that their own rights as a teacher are met

11
Teacher rights
  • To establish classroom rules and procedures that
    produce optimum learning environments
  • To insist on behavior from students that meets
    the teachers desires
  • To insist on behavior that leads to positive
    social development

12
More teacher rights
  • To insist on behavior that leads to the
    educational development of students
  • The right to receive help from administrators
  • The right to receive help from parents

13
Steps in the process
  • Step 1. Create positive student teacher
    relationships
  • Discipline procedures should be applied fairly to
    everyone
  • Teacher must model what trust and respoct look
    like
  • Teachers must instruct students in the procedures
    expected

14
  • Step 2 Establish rules or expectations
  • Usually 5 or 6 rules
  • Teachers makes the rules
  • Rules satisfy the teachers needs
  • Communicate the rules
  • Poster
  • Names on the board with check marks to indicate
    the degree of the punishment

15
  • Step 3. Tracking the misbehavior is important
  • Tracking should be private
  • Negative consequences should be predetermined and
    applied strictly according to plan.

16
Four methods to request compliance
  • 1. Hints
  • Everyone should be working.
  • 2. Question
  • Would you please get to work?
  • 3. I message
  • I want you to open your books and get to work.
  • 4. Demand
  • Get to work now.

17
Methods to make the requests work more efficiently
  • Eye contact
  • Use hand gestures
  • Use student names when making requests
  • Use physical touch if appropriate

18
Broken record technique
  • Repeat the demands several times if the students
  • ignore you or
  • object to request or
  • argue with it

19
  • Step 4. Use negative consequences to enforce
    limits
  • Time out
  • Withdrawing a privilege
  • Detention
  • Send to principals office
  • Call parents
  • Send them to another class

20
  • Do not issue threats
  • Follow through with what ever you say you re
    going to do
  • Some teachers have made recodings of the
    misbehaviors

21
  • Step 5. Implement a system of positive
    consequences
  • Less systematic than the negative consequences
  • Can use
  • Personal attention from the teacher
  • Positive notes to calls to parents
  • Awards
  • Special privileges
  • Group rewards
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