THEORIES OF ASSERTIVE DISCIPLINE

AMIR AIMAN BIN RUZLANI PISMP SEM 5 TESL 1

DEFINITION
Assertive Discipline is a direct and positive approach to discipline that makes it possible for the teacher to teach and the students to learn.
Developed in the 1970s Lee and Marlene Canters model focuses on punishing unacceptable behaviours and providing positive reinforcement of acceptable behaviours.

APPROACHES/STRATEGIES
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 Rewards Verbal/Nonverbal praise Positive behavior notes sent home Group rewards Special privileges extra computer time, etc. Material Rewards pencils, erasers, book Consequences Consquences do not have to be severe to be effective. Consistency is a must. Every disruption should have a consquence. Establish a discipline hierarchy.

RIGHTS AND NEEDS

Students 1. Warm, supportive classroom/teacher 2. Learning 3. Safety 4. Limits Teachers 1. Support from administration/ parents 2. Teaching 3. Respect and trust 4. Enforce limits

TEACHERS
Hostile Teachers Their messages indicate a dislike for students. Students tend to feel they are being unjustly controlled. Nonassertive Teachers They seem wish-washy, unable to state clear and consistent expectations. Students learn not to take these teachers seriously.

Assertive Teachers They clearly, confidently, and consistently express expectations, attempt to build trust, and teaches students how to behave so learning can progress.

WHAT KIND OF TEACHER ARE YOU?

STRENGTHS
It focuses on creating a positive learning environment.

Directly teaching students clear behavioral expectations.

Structured and consistent procedures for teacher responses.

WEAKNESSES
Consequences create public humiliation.

It does not teach a child that they should be obeying the rules because it is the right thing to do, Rewards get connected with obeying the rules.

When the child does the appropriate behavior, the rewarding system is not connected to real life.

It does not find the cause behind negative behaviors

Discipline structure does not have a built in step to interrogate the reasons for the students behavior. And as a result can only deal with symptoms of a problem and not address the core of the problem.

PRACTICALITY OF THEORY

Establish positive relationships in the classroom

Develop a discipline plan to use in the classroom

Teach the discipline plan to the students

Ask for support beyond the classroom

Use positive recognition to motivate students

Continually reinforce expectations and consequences by monitoring