DIGGING UP THE Dirt on Assertive Discipline

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DIGGING UP THE Dirt on Assertive Discipline!

• Lee and Marlene Canter

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• Assertive Discipline

• The art of practicing discipline through positive
  means by developing trust, giving positive
  support, and meeting the needs of all students.

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Types of Teachers

• Hostile Teachers harsh
• Nonassertive Teachers overly passive,
  inconsistent
• Assertive Teachers consistent and warm

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Trust and Respect

• The Canters say that good discipline grows out
  of mutual trust and respect.
• Teacher should model trust and respect that they
  want students to display.

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Building Trust in The Classroom

• Listen to students, speak politely, treat
  everyone fairly.
• Get to know each child as an individual.
• Greet all students by name and with a smile.
• Acknowledge important events and interests.
  (Interest Inventory)
• Establish a positive communication system with
  parents/guardians.
• Show students that you care about and appreciate
  them. (Positive phone calls and notes, Get Well
  cards, Welcoming students back after absence.

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• Caring and Structure

• How to reap what you sow!

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• If you want students to cooperate with you, you
  have to cooperate with them and show them you
  have genuine concern for their academic
  achievements and personal lives.
• Develop a low affective filter- make the
  classroom accessible, safe, calm, predicable, and
  peaceful!
• Trust as an element of discipline
• The Canters stress that good discipline does not
  depend on many rules linked with harsh
  consequences.

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• Flowering behavior- How to get your students to
  bloom!

• Just like flowers- good behavior doesnt bloom
  without the proper nutrients!
• How do you want your students to behave when
  entering the classroom?
• Walk into room.
• Go directly to seat and sit down.
• Cease talking when bell sounds.
• How do you get your students to do this!?!?

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• Through POSITIVE REPETITION
• Rather than correcting specific students state
  the desired behavior to all students
• Thanks, Josh, for raising your hand.
• Use POSITIVE RECOGNITION
• Give sincere personal attention to students who
  behave in keeping with class expectations.
• Use CORRECTIVE ACTIONS
• NEVER psychologically or physically harmful-
  however are usually moderately unpleasant.
• It is not the severity of the corrective action
  that is effective, rather the teachers
  consistency in applying them.

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• Discipline Hierarchy-
• Lists corrective actions in sequential order.
• Each consequence is more unpleasant than the
  preceding.
• Example
• 1st Jane, our class rule is no yelling. That is
  your warning.
• 2nd Jane, you know our class rule is no yelling.
  You have chosen 5 minutes at the back table.
• 3rd Jane, you know our class rule is no yelling.
  You have chosen to have your parents called.
• 4th- If talking to the parents doesnt resolve
  the problem- a visit to the principals office is
  a necessary step.
• What not to do-
• Do not write students name on board!

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Working with Difficult Students

• Engage in disruptive, off-task behavior with
  great intensity and frequency
• Cannot cure or change these students, but can
  create an environment that will help them achieve
• Three phases
• Reaching out to difficult students
• Interacting with difficult students
• Meeting the special needs of difficult students

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Reaching Out to Difficult Students

• Gain their trust!
• Develop proactive responses
• Helps to avoid losing your temper and sending
  the student to the principals office.
• Anticipate what the difficult student will say
  and do and think through your response.
• Do not give up on difficult students because
  they need to see you care.
• Your turn!

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Interacting with Difficult Students

• Resolving confrontations
• Stay calm and relax
• Covert confrontations
• Step away from the student and speak to him or
  her later in private
• Overt confrontations
• Remain calm and refuse to engage in the students
  hostility
• Acknowledge the emotion and restate what the
  student needs to do
• If hostility continues, take him or her aside and
  again request cooperation

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Other Things to Remember

• Meet privately and keep the meeting brief
• Meeting is about the students behavior, not
  about you. Show empathy and concern.
• Focus on helping the student see the behavior is
  inappropriate and how it can be improved
• State your expectations about how the student is
  to behave in a clear and friendly manner

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Meeting the Needs of Difficult Students

• Extra attention Give the maximum amount of
  attention in the shortest amount of time.
• Greet the student at the door
• Take him or her aside for occasional brief chats
• Personal attention during directions and work
  time
• Positive recognition for effort and attentiveness
• Help the student see how to obtain recognition
  through appropriate, rather than inappropriate
  behavior

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Meeting the Needs of Difficult Students Continued

• Firmer limits
• Enforce class rules in a non-confrontational way
• Quietly and privately remind them of rules
• Show appreciation when they apply
• Do not give students the opportunity to show how
  tough and defiant they can be

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Meeting the Needs of Difficult Students Continued

• Greater motivation
• Show that you believe in his or her ability
• Make sure the assignment is within the students
  capability
• Break the task down into smaller parts
• Compliment the students on progress and effort

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Kristina Will Not Work

• Kristina, a student in Mr. Jakes class, is quite
  docile. She socializes little with other
  students and never disrupts lessons. However,
  despite Mr. Jakes best efforts, Kristina will
  not do her work. She rarely completes an
  assignment. She is simply there, putting forth
  no effort at all. How would the Canters deal
  with Kristina?

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Kristina Solutions

• The Canters would advise
• Quietly and clearly communicate class
  expectations to Kristina.
• Redirect her to on-task behavior.
• Have private talks with her to determine why she
  is not doing her work and what Mr. Jake might do
  to help.
• Provide personal recognition regularly and try to
  build a bond of care and trust with Kristina.
• Contact Kristinas parents about her behavior.
• Provide positive corrective actions as she
  progresses.

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Sara Cannot Stop Talking

• Sara is a pleasant girl who participates in class
  activities and does most, though not all, of her
  assigned work. She cannot seem to refrain from
  talking to classmates, however. Her teacher, Mr.
  Gonzales, has to speak to her repeatedly during
  lessons, to the point that he often becomes
  exasperated and loses his temper. What
  suggestions would the Canters give Mr. Gonzales
  for dealing with Sara?

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Sara Solutions

• The Canters would advise
• Positive recognition when Sara is not talking and
  is on task.
• Special privilege when Sara finishes work without
  talking.
• Establish limits on behavior and a consequence
  when Sara doesnt follow through.
• If Mr. Gonzales sees Sara starting to talk, then
  he should try to establish eye contact, move in
  closer proximity to Sara, and as soon as she
  complies, provide positive reinforcement.

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Joshua Clowns and Intimidates

• Larger and louder than his classmates, Joshua
  always wants to be the center of attention, which
  he accomplishes through a combination of clowning
  and intimidation. He makes wise remarks, talks
  back (smilingly) to the teacher, utters a variety
  of sound-effect noises such as automobile crashes
  and gunshots, and makes limitless sarcastic
  comments and put-downs of his classmates. Other
  students will not stand up to him, apparently
  fearing his size and verbal aggression. His
  teacher, Miss Pearl, has come to her wits end.
  Would Joshuas behavior be likely to improve if
  the Canters techniques were used in Miss Pearls
  classroom? Explain.

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Joshua Solutions

• The Canters would advise
• Provide extra attention to Joshua.
• Spend individual time with Joshua before or after
  school or allow lunch with teacher.
• Provide positive recognition when not disruptive.
• Joshua needs to know how to gain recognition
  through appropriate behavior.
• If Miss Pearl sees Joshua starting, then she
  should try to establish eye contact, move in
  closer proximity to Joshua, and as soon as he
  complies, provide positive reinforcement

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Tom is Hostile and Defiant

• Tom has appeared to be in his usual foul mood
  ever since arriving in class. On his way to
  sharpen his pencil, he bumps into Frank who
  complains. Tom tells him loudly to shut up.
  Miss Baines, the teacher, says, Tom, go back to
  your seat. Tom wheels around, swears loudly, and
  he says, Ill go when Im damned good and
  ready! How would the Canters have Miss Baines
  deal with Tom?

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Tom Solutions

• The Canters would advise
• Remain calm and refuse to engage him further.
• Quietly and privately remind Tom of the rules.
  If he complies show appreciation/recognition.
• Acknowledge his emotion and restate what he needs
  to do.
• If he remains hostile, take him aside,
  acknowledge his feelings and again request his
  cooperation.
• If he remains especially hostile, back off and
  wait until later when he is calmer.

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• Digging Up the Dirt on Assertive Discipline

• The Canter Model

Kimberly Hamer Amy Spence Caroline
Harrison Spring 2007