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The Canter Model
Assertive Discipline
Presenters :
Nur Azimah Bt Md SallehNajwa Adibah Bt Bukari
Siti Hajar Bt Zaid
Siti Nabihah Bt Mustaffa
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DEFINITION
Assertive discipline
- An approach to classroom managementdeveloped by Lee and Marlene Canter.
- It is also called the "take-control"approach to teaching, as the teachercontrols their classroom in a firm but
positive manner.
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ASSERTIVE DISCIPLINE KEY
CONCEPT
Both teacher and students have right inthe classroom.
1) Teachers rights :- Expect appropriate behaviour from
students.
- Expect help from administrators and
parents.- Ensure students rights & responsibilities are
met by a discipline plan established.
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2) Students right.
-Have an optimal learning environment
-Gain help from teachers to reduce
inappropriate behaviour.-Able to choose how to behave with the
advance knowledge of the rewards andconsequences that will follow their action.
(Exploring the Theories of Assertive Discipline: Lee Canter and Marlene)
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ASSERTIVE DISCIPLINE KEY
CONCEPT
B
While giving rewards and punishments,teacher must provide the optimal learningenvironment
Teacher must enforces the rulesconsistently
Teacher should use discipline hierarchy
Teacher should be assertive
(M. Lee Manning, K. T,2006)
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Canter discipline hierarchyMisbehavior Consequences
First time to break the rule Warning
Second time to break the ruleFive minutes in Quiet Corner writingin Behavior journal
Third time to break the ruleTen minutes in Quiet Corner writingin Behavior journal
Fourth time to break the ruleFifteen minutes in Quiet Corner andparents are called
Fifth time to break the rule Sent to principal
(Hardin, C. J. ,2008)
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TYPES OF RESPONSE IN
CLASSROOM
Non-assertive teachers.
- Non-assertive teacher clearly state whatshould happen but never follow throughthe with the established consequences
- Teachers show their dissatisfaction butthey do not suggest remedy to the
situation.
- e.g : Why are you doing that?Dont youknow the rules? (Woolfolk, 2004)
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Assertive teachers
-Clearly and firmly express expectationtowards students.
- They have positive expectations ofstudents, and this is reflected in their
words and actions. Students know thelimits in the classroom.
- Teachers tone of voice are calm,firm andconfident.
- e.g : When Im up here teaching,I expectthat all students will have their eyes onme and will not be talking so everyonecan hear what Im saying. (Canter, 2010)
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Hostile teachers-Respond in a manner that disregards the
needs and feelings of students.
-Violates students rights.
-Their responses cross the boundary of thesituation and attack students personality.
- e.g : You are acting like a disgustingsavage again!
(Rick McCown, Marcy Driscoll, Peter GeigerRoop, 1996)
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STEPS FOR APPLYING THE
THEORY IN THE CLASSROOMThere are six steps to follow in applying assertive discipline:
1.Create positive student-teacher relationships.-Build mutual trust and good learning environment
2. Establish rules or expectations.-Rules should be clear and reasonable
3. Track misbehavior.
-Students misbehaviour should be carefully tracked andstate the consequences4. Use punishments to enforce limits.
-Provide punishment for each misbehaviour
5. Implement a system of positive consequences.
-To encourage the repetition of desired behaviour6. Establish strong parent support.
-Invite parent for parent-teacher conferences
(H.Edwards, C. ,2007).
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PRACTICALITY OF THE
TEHORYWe think this theory is very applicable in Malaysia ESL
primary classroom since :
1. Big class size of Malaysia primary classroom
(35-45 students/class).-Assertive teacher clearly state how they expectstudents to behave. (Woolfolk, 2004)
- It can help teacher to develop self-control withinstudents.
- When the students are aware and able to controlthemselves, misbehaviour in the class can be minimize
- -Teacher can use up the instructional time to theoptimum.
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2. Multicultural classroom-Teacher establishes rules and consequences prior to
the implementation of disciplinary action. (RickMcCown, Marcy Driscoll, Peter Geiger Roop, 1996)
- Students are well informed on the consequences
which they will bear for any misbehaviour thatthey do.
- Lead to the democratic classroom environment.
- Avoid any dissatisfaction among studentsespecially those whom are from different race
from the teacher.- Prevent students from seeking for revenge or
displaying inadequacy
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3. Students of various level of achievement &inclusive classroom.
- An assertive teacher will gives explicit
directions with firm and calm voice.
-Teacher who are struggling with classroom
management issues are often giving unclear
or vague direction to students. (Canter, 2010)
- Students from all level of achievement and
development will find it easy to follow and
understand teachers direction & instruction.- Prevent from students lost any engage in
disruptive behaviour.
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4. Gender differences in learning-Teacher equitably distribute opportunities
to respond.
- Building to standard of behaviour in
classroom.- Teacher calls on boys twice as often as
they do to girls (Sadker & Sadker ,1994)through (Canter, 2010)
- Because teachers often fear boys will getdisruptive.
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ADVANTAGES1. Assertive discipline helps teacher to deal
with students positively
-Involves a minimum time
2. It involves parents and administrators inthe discipline process.
-Teacher will have more confidence
3. Assertive discipline addresses students
behavior rather than students character-There will be no bias in the classroom
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DISADVANTAGES It may stop the misbehavior for the short period of
time.-It depends on the goal of the teacher
Teachers can become over controlling in theclassroom
-Students have virtually no right
The assertive discipline may be counterproductive-Students may see having their names written on
board as a status symbol
It encourages rebellion among students-Students angered by warning and cause rebellion
Hardin, C. J. (2008)
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CONCLUSIONWe as a group think this theory is very appeal to us
because :
1. It provides teachers detail guidelines on planningclassrooms discipline plan.
-Suggesting teacher and students to discuss onthe classrooms rules from the first day ofschooling.
-Mutual agreement on the rewards forcompliance and consequences for violating
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2. It stress on democratic classroom climatewhere both teacher and students havetheir own rights and they strive to fulfill itby cooperating with each other.
- Teacher is firm in establishing classrooms
rules but at the same time provide clearmessage about how the problem will besolved.
- e.g. : we do not fight.Sit down untill you
cool off so we can talk about it. (RickMcCown, Marcy Driscoll, Peter GeigerRoop, 1996)
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3. The theory also can be adopted not onlyby teachers but by all people in their dailylife.
- The principles are very useful to anindividual in developing their personality.
- e.g. : a person have to be assertive instanding for their rights especially whenthey are dealing with other people.
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REFFERENCES Canter, L. (2010).ASSERTIVE DISCIPLINE : Positive
Behavior Management for Today's Classroom.United States: Solution Tree Press.
C.M Charles, G. (2005). Building ClassroomDiscipline. California: Pearson. Exploring the Theories of Assertive Discipline : Lee
Canter and Marlene . (n.d.). Retrieved January 15,2012, fromhttps://docs.google.com/viewer?a=v&q=cache:jrIZstLZQS0J:lannimasz.com/creed/article1.pdf+chapter+3+assertive+discipline&hl=en&gl=my&pid=bl&srcid=ADGEESjia57y4g7dpQOgf2R7rEgGF93TNPElmMUDO5w1KgsK_um9IkUy1blpvf4OEEg7-R9zMdMXLLfkm08AQLzE0xpTX5lfCEkZ3vC7TM2vMT
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H.Edwards, C. (2007). Classroom Discipline andManagement. New Caledonia: Thompson Digital.
Hardin, C. J. (2008). Effective ClassroomManagement: Models and Strategies for TodaysClassrooms, Second Edition. Boston: Pearson.
M. Lee Manning, K. T. (2006). Classroommanagement: models, applications, and cases.Virginia: Prentice Hall.
Rick McCown, Marcy Driscoll, Peter Geiger Roop.(1996). Educational Psychology. United States: A
Simon & Schuster Company. Woolfolk, A. (2004). Educational Psychology.
United States: Pearson Education,Inc.