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ASSERTIVE DISCIPLINEthe NEWPORT LEA initiative

Positive Behaviour

Management

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ASSERTIVE DISCIPLINENewport

Background of Implementation

All Schools by the year 2001

Teachers

Para-professionals

Mid-day Supervisors Bus Drivers / Escorts on Mini-

Buses

Parents

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ASSERTIVE DISCIPLINEBackground/ Lee Canter

The empowered Teacher 1.You have the right and the responsibility to

establish rules and directions that clearly definelimits of acceptable and unacceptable studentbehaviour.

2. You have the right and the responsibility to teachstudents to consistently follow these rules anddirections throughout the school day and schoolyear.

3. You have the right and the responsibility to askfor assistance in handling the behaviour ofstudents.

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ASSERTIVE DISCIPLINERoadblocks to being Assertive

Stress: signs and management of stress

Psychological Approach:

Our emotions get in the way:-thought / feeling /actions

Assertive, Non-assertive and Hostile Style

Consistent Approach Throughout

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Assertive Discipline and

Learning - Helpless v Mastery

L ittle dif ference unti l learner faces a challenge intheir learning.

Helpless Attributes are fixed

Failure attributed to self

Locus of control perceived asexternal (control is not possible)

Mastery Attributes are malleable

Failure seen as a challenge to be

learnt from

Locus of control perceived as

internal (control is possible)

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ASSERTIVE DISCIPLINEDemonstration

One teacher and two children

One being Non-Assertive teacher

One being Hostile teacher

One being Assertive teacher

How does it look?

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ASSERTIVE DISCIPLINETheory into Practice

School Code of Conduct Classroom Discipline Plan

Consists of three parts

Rules

Rewards

Consequences

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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

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Example:-

We follow directions first time

We keep hands, feet, objects and unkindwords to ourselves

We stay on task

We use the appropriate noise level

We only walk in the classroom

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Positive Recognition

Praise Non-verbal

Verbal

Tangible rewards Individual / behaviour certificates etc.

Class Wide Rewards

Special privileges

Positive notes home

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CONSEQUENCES / SANCTIONS Children deserve structure

Children deserve limits

must be something that children do not like but never

physically or psychologically harmful are a CHOICE

do not have to be severe to be effective

easy for you to implement

must be appropriate for your pupils

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Establish a Discipline HierarchyExample:-

1. Warning

2. Move to another place

3. Lose 1 min of break4. Lose two mins break

5. Fill out a behaviour think sheet

6. Contact the parent

7. Head teacher & Parental meeting8. Severe Clause

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DISPLAY THE PLAN BOLDLY IN CLASS TEACH YOUR CLASSROOM DISCIPLINE

PLAN

SKILL REHEARSAL / UNDERSTANDING

RULES REWARDS CONSEQUENCES

------- ----------- ------------------

------- ----------- ------------------------- ----------- ------------------

ASSERTIVE DISCIP INE

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S specify activity type - give clear directions

P purpose

R resource

I in or out of Seat

N noise Level

T time (in some schools on wall)

ASSERTIVE DISCIPLINE

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POSITIVE RECOGNITION(after Specifying Clear Activity Directions)

Consistent praise Catch them being good

Effective praise is personal

It is specific and descriptive

It must be genuine

Effective praise is age-appropriate


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Negative Statements

Stop talking and get back to

work

Dont do this. Stop that!

How many times have I told

you?

What are you doing? You, you and you, youre not

sitting properly (assembly).

Positive Statements

Jenny and Danny are sitting up

with their arms folded

Stephen is lining up by the

door as expected

Jeff, thank you for having your

eyes on me. Good. Well done the people in this

row you are sitting properly.

Positive Repetition ( SupportiveFeedback) After giving a Direction


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USING POSITIVE RECOGNITION TO MOTIVATEPUPILS TO BEHAVE

Positive reminder to reinforce pupils who are not yet

following directions

Use scanning and circulating techniques and

recognise the appropriate behaviour as you teach

Make a goal to praise every student sometime

throughout the day Use the class-wide recognition system to motivate

your class toward a specific behavioural goal


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REDIRECTING NON-DISRUPTIVE OFF-TASK BEHAVIOUR Differentiate between disruptive and non-disruptive

behaviour

Non-verbal The Look

Close proximity

Verbal Use the pupils name

Proximity praise

If redirecting is not effective it may be appropriate to provide aconsequence


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IMPLEMENTING CONSEQUENCES

Calm Assertive Statement

Be consistentprovide a consequence every-

time a pupil chooses to disrupt

Re-focus pupils who attempt to argue with you

Offer the consequence as a CHOICE

Find the first opportunity to praise after child has

been disruptive


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Corrective Feedback ( What does it sound like?)

Karen the direction wasto work quietly

I need you to turn around and work quietly

Karen turn around or you will choose to have a Warning

I understand what you are saying but the direction isto work quietly

The direction is to work quietly

Karen you have chosen to lose 1 min of your break.

Thats neat work Karen and now youre working quietly and learning.

Thank you.

[ NEED ALSO FOR FAST TRACK ]


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ASSERTIVE DISCIPLINEDemonstration

Use broken record technique

Apply a consequence after giving a

CHOICE

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TASK ANALYSISBEHAVIOUR BRAINSTORM

What behaviours do I expect from differing activities

so that my supportive language is specific andmeaningful and age-appropriate to the children?

Task Analyse act ivi t ies:-

Physical education / dance lesson

Reading on the carpet / literacy session

Science lesson with apparatus

Mental maths lesson

Lining up for dinner carrying a tray

ROUTINES THROUGHOUT THE SCHOOL


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The art of teaching is the ability of

successful teachers to blend academicsand behaviour management efforts into a

cohesive whole


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ASSERTIVE DISCIPLINENEWPORT - Testimonials

QUOTES

Estyn:- School Inspection Wales: The school with support andadvice from outside agencies has worked hard to develop a working policy forassertive discipline. This has involved training for everyone who is involvedwith the pupils. Central to its success are respect, patience and care that isshown to each child. The pupils value the reward system in place and theverbal praise and encouragement they receive

Infants- Head: L.I.The good practice already in place within the school has been consolidatedand extended as a result of the introduction of assertive discipline. All staffincluding mid-day supervisors now work as a team promoting positivebehaviour management. What is evident is that the self-discipline amongst

the pupils has increased.


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ASSERTIVE DISCIPLINE(QUOTES cont)

Primary School Head: AP Assertive Disciplinemoves towards the concept shift of I want to behave, so

empower me, as opposed to I cannot behave

Primary School Head:RR Assertive Discipline

has permeated all aspects of the school there is a

stillness and calmness in the school and it produces a

culture of self-discipline for their own actions.

Junior School Teachers: It is the consistencyof approach that makes it very effective.


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ASSERTIVE DISCIPLINEQUOTES (cont)

Estyn Mr AD Fear,Crindau Primary May 01

Pupils are encouraged to acceptresponsibility for their behaviour and tofollow the Golden Rule. They areinvolved in drawing up classroomrules: these are agreed and displayedprominently throughout the school.

Pupils respond well to the school andplayground rules and to the rewardsystem. They feel they are treated

fairly and that their efforts are valued.

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END

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