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ASSERTIVE DISCIPLINE the NEWPORT LEA
initiative

• Positive Behaviour Management

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ASSERTIVE DISCIPLINENewport

• Background of Implementation
• All Schools by the year 2001
• Teachers
• Para-professionals
• Mid-day Supervisors
• Bus Drivers / Escorts on Mini-Buses
• Parents

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ASSERTIVE DISCIPLINEBackground/ Lee Canter

• The empowered Teacher
• 1.You have the right and the responsibility to
  establish rules and directions that clearly
  define limits of acceptable and unacceptable
  student behaviour.
• 2. You have the right and the responsibility to
  teach students to consistently follow these rules
  and directions throughout the school day and
  school year.
• 3. You have the right and the responsibility to
  ask for assistance in handling the behaviour of
  students.

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ASSERTIVE DISCIPLINE Roadblocks to being
Assertive

• Stress signs and management of stress
• Psychological Approach
• Our emotions get in the way- thought /
  feeling / actions
• Assertive, Non-assertive and Hostile Style
• Consistent Approach Throughout

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Assertive Discipline andLearning - Helpless v
Mastery

• Little difference until learner faces a
  challenge in their learning.
• Helpless Attributes are fixed
• Failure attributed to self
• Locus of control perceived
  as
  
  external (control is not possible)
• Mastery Attributes are malleable
• Failure seen as a challenge
  to be learnt from
• Locus of control perceived
  as internal
  (control is possible)

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ASSERTIVE DISCIPLINEDemonstration

• One teacher and two children
• One being Non-Assertive teacher
• One being Hostile teacher
• One being Assertive teacher
• How does it look?

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ASSERTIVE DISCIPLINETheory into Practice

• School Code of Conduct
• Classroom Discipline Plan
• Consists of three parts
• Rules
• Rewards
• Consequences

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ASSERTIVE DISCIPLINE Theory into Practice

• Rules
• Rules that will let students know what behaviours
  are expected in the classroom at all times
• Limited number
• Rules that are observable. Vague rules are
  difficult to apply
• Rules that apply to behaviour only
• Consider involving students in choosing rules

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ASSERTIVE DISCIPLINETheory into Practice

• Example-
• We follow directions first time
• We keep hands, feet, objects and unkind words to
  ourselves
• We stay on task
• We use the appropriate noise level
• We only walk in the classroom

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ASSERTIVE DISCIPLINETheory into Practice

• Positive Recognition
• Praise
• Non-verbal
• Verbal
• Tangible rewards
• Individual / behaviour certificates etc.
• Class Wide Rewards
• Special privileges
• Positive notes home

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ASSERTIVE DISCIPLINETheory into Practice

• CONSEQUENCES / SANCTIONS
• Children deserve structure
• Children deserve limits
• must be something that children do not like but
  never physically or psychologically harmful
• are a CHOICE
• do not have to be severe to be effective
• easy for you to implement
• must be appropriate for your pupils

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ASSERTIVE DISCIPLINETheory into Practice

• Establish a Discipline Hierarchy
• Example-

Warning Move to another place Lose 1 min of break Lose two mins break Fill out a behaviour think sheet Contact the parent Head teacher Parental meeting Severe Clause
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ASSERTIVE DISCIPLINETheory into Practice

• DISPLAY THE PLAN BOLDLY IN CLASS
• TEACH YOUR CLASSROOM DISCIPLINE PLAN
• SKILL REHEARSAL / UNDERSTANDING

RULES REWARDS CONSEQUENCES ------- ----------- ------------------ ------- ----------- ------------------ ------- ----------- ------------------
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ASSERTIVE DISCIPLINETheory into Practice

• S specify activity type - give clear directions
• P purpose
• R resource
• I in or out of Seat
• N noise Level
• T time (in
  some schools on wall)

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ASSERTIVE DISCIPLINETheory into Practice

• POSITIVE RECOGNITION (after Specifying Clear
  Activity Directions)
• Consistent praise Catch them being good
• Effective praise is personal
• It is specific and descriptive
• It must be genuine
• Effective praise is age-appropriate

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ASSERTIVE DISCIPLINETheory into Practice
Positive Repetition ( Supportive Feedback) After giving a Direction

• Negative Statements
• Stop talking and get back to work
• Dont do this. Stop that!
• How many times have I told you?
• What are you doing?
• You, you and you, youre not sitting properly
  (assembly).

• Positive Statements
• Jenny and Danny are sitting up with their arms
  folded
• Stephen is lining up by the door as expected
• Jeff, thank you for having your eyes on me. Good.
• Well done the people in this row you are sitting
  properly.

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ASSERTIVE DISCIPLINETheory into Practice

• USING POSITIVE RECOGNITION TO MOTIVATE PUPILS TO
  BEHAVE
• Positive reminder to reinforce pupils who are not
  yet following directions
• Use scanning and circulating techniques and
  recognise the appropriate behaviour as you teach
• Make a goal to praise every student sometime
  throughout the day
• Use the class-wide recognition system to motivate
  your class toward a specific behavioural goal

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ASSERTIVE DISCIPLINETheory into Practice

• REDIRECTING NON-DISRUPTIVE OFF-TASK BEHAVIOUR
• Differentiate between disruptive and
  non-disruptive behaviour
• Non-verbal
• The Look
• Close proximity
• Verbal
• Use the pupils name
• Proximity praise
• If redirecting is not effective it may be
  appropriate to provide a consequence

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ASSERTIVE DISCIPLINETheory into Practice

• IMPLEMENTING CONSEQUENCES
• Calm Assertive Statement
• Be consistent provide a consequence every-time a
  pupil chooses to disrupt
• Re-focus pupils who attempt to argue with you
• Offer the consequence as a CHOICE
• Find the first opportunity to praise after child
  has been disruptive

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ASSERTIVE DISCIPLINETheory into Practice

• Corrective Feedback ( What does it sound like?)
• Karen the direction was to work quietly
• I need you to turn around and work quietly
• Karen turn around or you will choose to have a
  Warning
• I understand what you are saying but the
  direction is to work quietly
• The direction is to work quietly
• Karen you have chosen to lose 1 min of your
  break.
• Thats neat work Karen and now youre working
  quietly and learning. Thank you.
• NEED ALSO FOR FAST TRACK

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ASSERTIVE DISCIPLINEDemonstration

• Use broken record technique
• Apply a consequence after giving a
• CHOICE

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TASK ANALYSISBEHAVIOUR BRAINSTORM

• What behaviours do I expect from differing
  activities so that my supportive language is
  specific and meaningful and age-appropriate to
  the children?
• Task Analyse activities-
• Physical education / dance lesson
• Reading on the carpet / literacy session
• Science lesson with apparatus
• Mental maths lesson
• Lining up for dinner carrying a tray
• ROUTINES THROUGHOUT THE SCHOOL

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ASSERTIVE DISCIPLINETheory into Practice

• The art of teaching is the ability of successful
  teachers to blend academics and behaviour
  management efforts into a cohesive whole

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ASSERTIVE DISCIPLINENEWPORT - Testimonials

• QUOTES
• Estyn- School Inspection Wales The school with
  support and advice from outside agencies has
  worked hard to develop a working policy for
  assertive discipline. This has involved training
  for everyone who is involved with the pupils.
  Central to its success are respect, patience and
  care that is shown to each child. The pupils
  value the reward system in place and the verbal
  praise and encouragement they receive
• Infants- Head L.I.The good practice already in
  place within the school has been consolidated and
  extended as a result of the introduction of
  assertive discipline. All staff including
  mid-day supervisors now work as a team promoting
  positive behaviour management. What is evident
  is that the self-discipline amongst the pupils
  has increased.

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ASSERTIVE DISCIPLINE(QUOTES cont)

• Primary School Head AP Assertive Discipline
  moves towards the concept shift of I want to
  behave, so empower me, as opposed to I cannot
  behave
• Primary School Head RR Assertive Discipline has
  permeated all aspects of the school there is a
  stillness and calmness in the school and it
  produces a culture of self-discipline for their
  own actions.
• Junior School Teachers It is the consistency
  of approach that makes it very effective.

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ASSERTIVE DISCIPLINEQUOTES (cont)

• Estyn Mr AD Fear, Crindau Primary May 01
  Pupils are encouraged to accept responsibility
  for their behaviour and to follow the Golden
  Rule. They are involved in drawing up classroom
  rules these are agreed and displayed prominently
  throughout the school. Pupils respond well to the
  school and playground rules and to the reward
  system. They feel they are treated fairly and
  that their efforts are valued.

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ASSERTIVE DISCIPLINEEND