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Disciple through assertive tactics

tutorial notes
Course

Promoting Positive Learning Environments (6732)

13 Documents
Students shared 13 documents in this course
Academic year: 2012/2013
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University of Canberra

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Week Five: Discipline through Assertive Tactics      Show faith in students; offer them help in overcoming obstacles Encourage students to help each other Show pride in students’ work; display it and share it with others Be optimistic and enthusiastic- a positive outlook is contagious Use encouraging remarks, such as “you have improved”. The Canters’ Principal Teachings  By 1978, Assertive Discipline was the most popular of all discipline systems, and it remained so for almost 20 years.  They expected school administrators and students’ parents to support the system they advocated  The Canters maintained that students choose to behave as they do- that nothing makes them do so against their will  When students complied with those rules the teacher applied positive consequences, such as recognition and praise  They emphasized regularly giving students positive attention, talking helpfully with students who misbehaved, and establishing a sense of mutual trust and respect  A primary reason for Assertive Discipline’s early popularity was the Canters’ insistence on the following: Teachers have the right to teach in a professional manner, without disruption  Nonassertive teachers: take an overly passive approach to students. They fail to help the class formulate reasonable expectations or are inconsistent in dealing with students, allowing certain behaviours one day while strongly disapproving them then next.  Assertive teachers: clearly, confidently, and consistently model and express class expectations. They work to build trust with the class. They teach students how to behave so they can better learn and relate to others, and they implement a discipline plan that encourages student cooperation.  Each of the response styles produces certain effects on teachers and students  The Canters urged teachers to make a written discipline plan that clarifies rules, positive recognition and corrective actions.  Positive recognition: refers to giving sincere personal attention to students who behave in keeping with class expectations.  Corrective actions: applied when students interfere with other students’ right to learn. Corrective actions are never harmful physically or psychologically, although they will usually be slightly unpleasant for students  To employ the disciple hierarchy effectively, teachers must keep track of offenses that students commit  The Canters provided a number of sample lesions showing how the plan could be taught at different grade levels. The plans followed this sequence: 1. Explain why rules are needed 2. Teach the specific rules 3. Check for understanding 4. Explain why there are corrective actions for breaking rules 5. Teach the corrective actions and how they are applied 6. Check again for understanding  The Canters concluded that these techniques help almost all students behave in a responsible manner, but they recognise that few students require additional consideration.  The Canters suggest making special efforts to (1) reach out to difficult students by trying to establish trust, (2) meet the special needs of difficult students that are not being met in school, (3) take pains to find ways of communicating more with difficult students Review of the Canters’ Contributions to Discipline  The Canters made several major contributions to classroom discipline.  Over the years, the Canters continually modified their popular approach to ensure that it remained effective as social realities change

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Disciple through assertive tactics

Course: Promoting Positive Learning Environments (6732)

13 Documents
Students shared 13 documents in this course

University: University of Canberra

Was this document helpful?
Week Five: Discipline through Assertive Tactics
Show faith in students; offer them help in overcoming obstacles
Encourage students to help each other
Show pride in students’ work; display it and share it with others
Be optimistic and enthusiastic- a positive outlook is contagious
Use encouraging remarks, such as “you have improved”.
The Canters’ Principal Teachings
By 1978, Assertive Discipline was the most popular of all discipline systems, and it
remained so for almost 20 years.
They expected school administrators and students’ parents to support the system
they advocated
The Canters maintained that students choose to behave as they do- that nothing
makes them do so against their will
When students complied with those rules the teacher applied positive
consequences, such as recognition and praise
They emphasized regularly giving students positive attention, talking helpfully with
students who misbehaved, and establishing a sense of mutual trust and respect
A primary reason for Assertive Discipline’s early popularity was the Canters’
insistence on the following: Teachers have the right to teach in a professional
manner, without disruption
Nonassertive teachers: take an overly passive approach to students. They fail to help
the class formulate reasonable expectations or are inconsistent in dealing with
students, allowing certain behaviours one day while strongly disapproving them then
next.
Assertive teachers: clearly, confidently, and consistently model and express class
expectations. They work to build trust with the class. They teach students how to
behave so they can better learn and relate to others, and they implement a discipline
plan that encourages student cooperation.
Each of the response styles produces certain effects on teachers and students
The Canters urged teachers to make a written discipline plan that clarifies rules,
positive recognition and corrective actions.
Positive recognition: refers to giving sincere personal attention to students who
behave in keeping with class expectations.
Corrective actions: applied when students interfere with other students’ right to
learn. Corrective actions are never harmful physically or psychologically, although
they will usually be slightly unpleasant for students
To employ the disciple hierarchy effectively, teachers must keep track of offenses that
students commit

Students also viewed

Related documents