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Assertive discipline
- 2. An assertive teacher… ▪ emphasizes punishing unacceptable behaviors ▪ providing reinforcement for behaviors that are acceptable to teachers
- 3. How to apply assertive discipline? (Canter’s steps) 1. Create positive student–teacher relationships. 2. Establish rules or expectations. 3. Track misbehavior. 4. Use punishments to enforce limits. 5. Implement a system of positive consequences. 6. Establish strong parent support.
- 4. How to communicate it effectively? ▪ Proper assertive language (hints, questions, I- message) – “Everyone should be working” – “Would you please get to work?” – “I want you to open your books and get to work”
- 5. How to use apply effectively? (cont’) ▪ Tone of voice is firm but not abusive ▪ Establish eye contact ▪ Mention students’ names ▪ Place hand on student’s shoulder if necessary
- 6. Appropriate punishments ▪ Timeout – isolate disruptive students ▪ Withdraw privileges – reduce recess or free time or other activities ▪ Detention
- 7. Appropriate punishments (cont’) ▪ Send to principal’s office ▪ Call parents ▪ Send to next class ▪ Tape record misbehaviour (openly)
- 8. Reward acceptable behaviors ▪ Praise and spend time with students outside class ▪ Positive notes or calls to parents ▪ Awards
- 9. Reward acceptable behaviours (cont’) ▪ Special privileges – Additional activities ▪ Material rewards ▪ Home rewards by parents, communicated by teachers ▪ Group rewards
- 10. How reward should be done? “Catching them being good” ▪ In ways they feel comfortable ▪ With rewards they want and enjoy, ▪ Immediately after positive behaviour ▪ As often as possible
- 11. How it prevents discipline problems ▪ Rules and punishments are stated clearly ▪ Deterrent – When punishments are visible and consistent in class
- 12. Negative effects of punishments ▪ Aggressive towards peers and own children ▪ Seek revenge ▪ Poor teacher-student relationship – Avoid contact with teacher – Lie, cheat, skips class
- 13. Negative effects of punishments (cont’) ▪ Disrupts other students ▪ Hinders socially desirable behaviors ▪ Suspended students cannot catch up with schoolwork and behavior not rectify ▪ Reinforces misbehavior ▪ Negative attitude towards school
Notes de l'éditeur
- Emphasizes punishing unacceptable behaviors and providing reinforcement for behaviors that are acceptable to teachers. Assertive teachers establish limits for their students and enforce them.As oppose to Non assertive: fail to let their students clearly know what they want and what they will not accept. They also fail to back up their words with appropriate, decisive actions.Hostile: abusive way. They make derogatory remarks and often lose their temper.
- Create positive student–teacher relationships.Teachers have to build positive relationships with students and earn their trust and respect. They must model it themselves by giving their undivided attention as they listen to their students, speak to students with respect, and become aware of what actions students consider disrespectful. Discipline procedures should be applied fairly to everyone.Better acquainted with their students as individuals - what students are interested in and what motivates them Establish rules or expectations.Teach acceptable behaviors to students through modeling, explanation, and practice Explain why rules are needed.Teach the specific rules. Explain what is acceptable and unacceptable behavior. (based on the needs of teachers, reasonable and appropriate for the age, limiting to 5 or 6 concise ones)Check with students to ensure understanding.Explain how you will reward students who follow the rules.Explain why there are corrective actions or punishment needed for breaking rules. (it must be done calmly, consistently, and matterof-Factly)Explain how misbehavior will be tracked and corrective actions applied.Systematized plan -teachers’ reactions will be emotional, unpredictable, and arbitraryA negative consequence or punishment is designed to be a deterrent to misbehavior, and its intensity should fit the frequency of and seriousness of the misbehavior. However, punishment should never be psychologically or physically harmful to students.Tracking misbehavior should be as private as possibleInitially, teachers must inform their students of the specific expectations for each type of activity.Check to make sure students understand (Canter & Canter, 1992). Track misbehavior.Increase severity of negative consequences depending effectively employ proper assertive language (hints, question, I-messages)Use a tone of voice that is firm but not abusive (never be harsh, sarcastic, or intimidating)Carry the message that you mean what you say and that you will carry out proper punishments if necessary.Eye contact when delivering requests to students. One’s true intentions are often revealed more through the eyes than in any other way.Using children’s names when requestPlacing your hand on a child Use punishments to enforce limits.Implement a system of positive consequences.Reinforce good behaviour so they will repeat“catching children being good” is emphasized. He encourages teachers to respond to the good behavior of students (1) in a way with which they are comfortable, (2) with rewards children want and enjoy, (3) immediately after children behave appropriately, (4) as often as possible, and (5) after some advance planning.Establish strong parent support.
- Effectively employ proper assertive language (hints, question, I-messages)Use a tone of voice that is firm but not abusive (never be harsh, sarcastic, or intimidating)Carry the message that you mean what you say and that you will carry out proper punishments if necessary.Eye contact when delivering requests to students. One’s true intentions are often revealed more through the eyes than in any other way.Using children’s names when requestPlacing your hand on a child
- Timeout: isolate disruptive studentsWithdraw privileges: reduce recess or free time or other activitiesDetention: stay back after schoolSend to principal’s officeCall parentsSend them to another classTape record misbehavior
- Praise and spend time with studentsPositive notes or calls to parentsAwardsSpecial privileges eg activitiesmaterial rewardsHome rewards by parents, communicated by tchsGroup rewards
- Reinforce good behaviour so they will repeat“catching children being good” is emphasized. He encourages teachers to respond to the good behavior of students (1) in a way with which they are comfortable, (2) with rewards children want and enjoy, (3) immediately after children behave appropriately, (4) as often as possible, and (5) after some advance planning.
- Children subjected to physical punishment tend to be more aggressive than their peers and likely to grow up and use violence on their own children. These effects are not confined to victims of what may be legally classified as abuse. Even “acceptable” levels of physical punishment may perpetuate aggression and unhappiness (Eron, Huesmann, Dubow, Romanoff, & Yarmel, 1987; Holms & Robins, 1988), and produce higher levels of psychiatric problems and a lowering of general well-being. Punishment of all kinds generally provokes resistance and resentment, which children may take out on other people such as peers. Commonly, punished children feel worse about themselves and resent those who punish them Punishment leads to three possible outcomes: calculation of risks, blind conformity, and revolt (Kamii, 1991). Calculation of risks involves children spending their time trying to figure out how they can get away with something or avoid something. Children who blindly conform fail to learn self-government. Their wills are broken by punishment. These children are prone to accept what they are told unquestioningly, including slogans and propaganda, and are inclined to draw illogical conclusions (Kamii, 1984). Children who revolt openly oppose the teacher’s influence. Teachers must decide if they really want to punish their students and thus pursue these adversarial relationships with them. They must also determine whether or not to believe students are naturally nasty, selfish, antisocial, and desist from behavior only because they fear possible punishment. To summarize, punishment can promote aggressiveness, revenge, withdrawal, poor teacher–student relationships, and it can inhibit learning. The inhibition on learning, in addition to disruptiveness and restlessness, can take place even when the individual only observes someone else being punished Students who are suspended or expelled from school ordinarily get further behind in their schoolwork and make no improvement in behavior when they are allowed to return to class. Warning students of potential punishment by writing their names on the board may also be a way of reinforcing student misconduct. Some students take this as a challenge. Teachers who use the Canter model observe that some students routinely get their names on the board. Willing to accept a given level of punishment. 1. Punishment is ineffective in changing student behavior and actually causes an increase in misbehavior when its use is expanded.2. Punishment does not teach the appropriate behavior that can replace misbehavior.3. Punishment commonly causes students to avoid contact with whoever has punished them and to engage in avoidance behaviors such as lying, cheating, skipping class, becoming sick, hiding, withdrawing, and doodling.4. Punishment can inhibit socially desirable behaviors such as spontaneity, cooperativeness, and assertiveness.5. Punishment promotes aggressiveness in students. This aggressiveness is often directed toward others less powerful than themselves.6. Students who are punished value learning less and are less successful in school.7. When additional academic work or lowering grades are given as punishments, students form negative attitudes toward school.8. Effects of punishment are usually specific to a particular context and behavior. For example, punishing a student for being out of his or her seat on one day may not be a deterrent to this behavior on another day.
- children subjected to physical punishment tend to be more aggressive than their peers and likely to grow up and use violence on their own children. These effects are not confined to victims of what may be legally classified as abuse. Even “acceptable” levels of physical punishment may perpetuate aggression and unhappiness (Eron, Huesmann, Dubow, Romanoff, & Yarmel, 1987; Holms & Robins, 1988), and produce higher levels of psychiatric problems and a lowering of general well-being Punishment of all kinds generally provokes resistance and resentment, which childrenmay take out on other people such as peers. Commonly, punished children feel worseabout themselves and resent those who punish them Punishment leads to three possible outcomes: calculationof risks, blind conformity, and revolt (Kamii, 1991). Calculation of risks involveschildren spending their time trying to figure out how they can get away with somethingor avoid something. Children who blindly conform fail to learn self-government. Theirwills are broken by punishment. These children are prone to accept what they are toldunquestioningly, including slogans and propaganda, and are inclined to draw illogical conclusions(Kamii, 1984). Children who revolt openly oppose the teacher’s influence. Teachersmust decide if they really want to punish their students and thus pursue these adversarialrelationships with them. They must also determine whether or not to believe studentsare naturally nasty, selfish, antisocial, and desist from behavior only because they fear possiblepunishment. To summarize, punishment can promote aggressiveness, revenge, withdrawal, poor teacher–student relationships, and it can inhibit learning. The inhibition on learning, in addition to disruptiveness and restlessness, can take place even when the individual only observes someone else being punished Students who are suspended or expelled from school ordinarily get further behind in their schoolwork and make no improvement in behavior when they are allowed to return to class. Warning students of potential punishment by writing their names on the board may also be a way of reinforcing student misconduct. Some students take this as a challenge. Teachers who use the Canter model observe that some students routinely get their names on the board. Willing to accept a given level of punishment. 1. Punishment is ineffective in changing student behavior and actually causes an increase in misbehavior when its use is expanded.2. Punishment does not teach the appropriate behavior that can replace misbehavior.3. Punishment commonly causes students to avoid contact with whoever has punished them and to engage in avoidance behaviors such as lying, cheating, skipping class, becoming sick, hiding, withdrawing, and doodling.4. Punishment can inhibit socially desirable behaviors such as spontaneity, cooperativeness, and assertiveness.5. Punishment promotes aggressiveness in students. This aggressiveness is often directed toward others less powerful than themselves.6. Students who are punished value learning less and are less successful in school.7. When additional academic work or lowering grades are given as punishments, students form negative attitudes toward school.8. Effects of punishment are usually specific to a particular context and behavior. For example, punishing a student for being out of his or her seat on one day may not be a deterrent to this behavior on another day.