{"id":6270,"date":"2023-09-28T00:57:02","date_gmt":"2023-09-28T00:57:02","guid":{"rendered":"https:\/\/helpfulprofessor.com\/?p=6270"},"modified":"2024-07-17T21:06:21","modified_gmt":"2024-07-17T21:06:21","slug":"assertive-discipline","status":"publish","type":"post","link":"https:\/\/helpfulprofessor.com\/assertive-discipline\/","title":{"rendered":"11 Key Features of Assertive Discipline Theory"},"content":{"rendered":"\n
\"Assertive<\/figure>\n\n\n\n
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Assertive discipline theory is a teacher-centered classroom management approach founded by Lee and Marlene Canter.<\/strong><\/p>\n\n\n\n

The approach believes in the rights of students and teachers to work in a safe, calm and professional environment.<\/p>\n\n\n\n

These rights must be enforced by an assertive but calm teacher who enforces order and structure within the classroom. <\/p>\n\n\n\n

Eleven Key Features of Assertive Discipline Theory<\/h2>\n\n\n\n

The 11 key features of assertive discipline theory are:<\/p>\n\n\n\n

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  1. The Right To Learn.<\/strong> Canter introduced the concept of students\u2019 rights to classroom discipline<\/a>. According to Canter, well-behaved students have the right to learn in a classroom without distraction. This means that the teacher must discipline poorly behaved students in the best interests of the rest of the class. Canter also notes that students have the right to learn from a caring teacher who has their students\u2019 best interests at heart.<\/li>\n\n\n\n
  2. The Right to Teach.<\/strong> Teachers should be given the same right to a peaceful working environment as other professionals. Students who misbehave or are rude undermine a teacher\u2019s rights at work. Teachers also deserve the support of their administration and managers as well as their students\u2019 parents.<\/li>\n\n\n\n
  3. Teachers must be in Control.<\/strong> Canter is critical of behavior management approaches that dilute the control of the teacher. The teacher, as the adult in the room, has the responsibility and duty <\/em>to control the classroom environment. This is the only way the students\u2019 safety and educational development can be guaranteed.<\/li>\n\n\n\n
  4. Clear Boundaries must be Set.<\/strong> A teacher needs to develop a clear discipline plan. This plan should unambiguously state the boundaries of appropriate vs. inappropriate behaviors in the classroom. It should also state for students the exact corrective actions that will occur if students do not respect those boundaries. Students and parents need to understand and consent to the rules.<\/li>\n\n\n\n
  5. Positive Reinforcement<\/a>.<\/strong> Teachers should \u2018catch\u2019 students who are behaving well within the classroom and provide rewards and praise for that positive behavior. Teachers should publicly acknowledge positive behaviors of one student in front of the whole class<\/a>. Recognition and acknowledgement of everyday positive behaviors will show students who respect class rules<\/a> that their compliance and respectful manners are appreciated.<\/li>\n\n\n\n
  6. Positive Repetition.<\/strong> Like positive reinforcement, positive repetition involves publicly acknowledging positive behaviors. Furthermore, it involves repeating instructions and explicitly stating the positive behavior in the statement of recognition. Examples of restating rules in acknowledgement include: \u201cJames waited at the door before getting permission to enter. Great job, James!\u201d The rule in this case would have been to \u201cWait at the door to get permission before entering.\u201d<\/li>\n\n\n\n
  7. Firm Consequences.<\/strong> While the Canters highlight that proactive and positive discipline are ideal, when students overstep boundaries, consequences must follow. These consequences must be written down in advance (on the discipline plan), followed-through in all instances, and applied equally to all students. By following-through with your consequences plan, students learn that the rules are serious and must be respected.<\/li>\n\n\n\n
  8. Behaviors should be taught through Modelled and Direct Instruction<\/a>.<\/strong> It is not enough to simply enforce rules with rewards and punishments. To earn the respect and trust of students, teachers should always behave within the guidelines of the rules they have set out for students. This includes modelling positive and respectful behavior at all times so students see how it\u2019s done. Furthermore, teachers need to directly instruct students on how to behave by explicitly repeating the roles and insting upon them being followed.<\/li>\n\n\n\n
  9. It is possible to Teach Difficult Students.<\/strong> Canter\u2019s original research in classroom management took place with students with special needs. Based on his work, Canter argued that most students will react well to an assertive discipline approach, including more \u2018difficult\u2019 students.<\/li>\n\n\n\n
  10. Proactive Discipline is better than Reactive Discipline.<\/strong> Proactive discipline involves anticipating poor behavior and making a plan on how to prevent it. Reactive discipline involves waiting until a student has misbehaved before coming up with a disciplinary response. Assertive discipline prioritizes proactive strategies such as setting up classroom rules and praising positive behavior.<\/li>\n\n\n\n
  11. Teachers should build Relationships with their Students. <\/strong>Canter and Canter (1996) place strong emphasis on trust<\/em>. They believe that discipline in the classroom is easiest to achieve when students trust and respect their teacher. When students have this trust, they will follow the teacher\u2019s lead and acknowledge their moral authority to set rules. Canter and Canter state that trust can be built through getting to know students, greeting them by name, learning about their interests, having personal one-to-one conversations with them, acknowledging birthdays and special events, and getting to know their parents well.<\/li>\n<\/ol>\n\n\n\n

    Strengths and Weaknesses<\/h2>\n\n\n\n

    Strengths<\/h3>\n\n\n\n