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DIGGING UP THE Dirt on Assertive Discipline!

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DIGGING UP THE Dirt on Assertive Discipline! Lee and Marlene Canter The art of practicing discipline through positive means by developing trust, giving positive ... – PowerPoint PPT presentation

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Title: DIGGING UP THE Dirt on Assertive Discipline!


1
DIGGING UP THE Dirt on Assertive Discipline!
  • Lee and Marlene Canter

2
  • Assertive Discipline
  • The art of practicing discipline through positive
    means by developing trust, giving positive
    support, and meeting the needs of all students.

3
Types of Teachers
  • Hostile Teachers harsh
  • Nonassertive Teachers overly passive,
    inconsistent
  • Assertive Teachers consistent and warm

4
Trust and Respect
  • The Canters say that good discipline grows out
    of mutual trust and respect.
  • Teacher should model trust and respect that they
    want students to display.

5
Building Trust in The Classroom
  • Listen to students, speak politely, treat
    everyone fairly.
  • Get to know each child as an individual.
  • Greet all students by name and with a smile.
  • Acknowledge important events and interests.
    (Interest Inventory)
  • Establish a positive communication system with
    parents/guardians.
  • Show students that you care about and appreciate
    them. (Positive phone calls and notes, Get Well
    cards, Welcoming students back after absence.

6
  • Caring and Structure
  • How to reap what you sow!

7
  • If you want students to cooperate with you, you
    have to cooperate with them and show them you
    have genuine concern for their academic
    achievements and personal lives.
  • Develop a low affective filter- make the
    classroom accessible, safe, calm, predicable, and
    peaceful!
  • Trust as an element of discipline
  • The Canters stress that good discipline does not
    depend on many rules linked with harsh
    consequences.

8
  • Flowering behavior- How to get your students to
    bloom!
  • Just like flowers- good behavior doesnt bloom
    without the proper nutrients!
  • How do you want your students to behave when
    entering the classroom?
  • Walk into room.
  • Go directly to seat and sit down.
  • Cease talking when bell sounds.
  • How do you get your students to do this!?!?

9
  • Through POSITIVE REPETITION
  • Rather than correcting specific students state
    the desired behavior to all students
  • Thanks, Josh, for raising your hand.
  • Use POSITIVE RECOGNITION
  • Give sincere personal attention to students who
    behave in keeping with class expectations.
  • Use CORRECTIVE ACTIONS
  • NEVER psychologically or physically harmful-
    however are usually moderately unpleasant.
  • It is not the severity of the corrective action
    that is effective, rather the teachers
    consistency in applying them.

10
  • Discipline Hierarchy-
  • Lists corrective actions in sequential order.
  • Each consequence is more unpleasant than the
    preceding.
  • Example
  • 1st Jane, our class rule is no yelling. That is
    your warning.
  • 2nd Jane, you know our class rule is no yelling.
    You have chosen 5 minutes at the back table.
  • 3rd Jane, you know our class rule is no yelling.
    You have chosen to have your parents called.
  • 4th- If talking to the parents doesnt resolve
    the problem- a visit to the principals office is
    a necessary step.
  • What not to do-
  • Do not write students name on board!

11
Working with Difficult Students
  • Engage in disruptive, off-task behavior with
    great intensity and frequency
  • Cannot cure or change these students, but can
    create an environment that will help them achieve
  • Three phases
  • Reaching out to difficult students
  • Interacting with difficult students
  • Meeting the special needs of difficult students

12
Reaching Out to Difficult Students
  • Gain their trust!
  • Develop proactive responses
  • Helps to avoid losing your temper and sending
    the student to the principals office.
  • Anticipate what the difficult student will say
    and do and think through your response.
  • Do not give up on difficult students because
    they need to see you care.
  • Your turn!

13
Interacting with Difficult Students
  • Resolving confrontations
  • Stay calm and relax
  • Covert confrontations
  • Step away from the student and speak to him or
    her later in private
  • Overt confrontations
  • Remain calm and refuse to engage in the students
    hostility
  • Acknowledge the emotion and restate what the
    student needs to do
  • If hostility continues, take him or her aside and
    again request cooperation

14
Other Things to Remember
  • Meet privately and keep the meeting brief
  • Meeting is about the students behavior, not
    about you. Show empathy and concern.
  • Focus on helping the student see the behavior is
    inappropriate and how it can be improved
  • State your expectations about how the student is
    to behave in a clear and friendly manner

15
Meeting the Needs of Difficult Students
  • Extra attention Give the maximum amount of
    attention in the shortest amount of time.
  • Greet the student at the door
  • Take him or her aside for occasional brief chats
  • Personal attention during directions and work
    time
  • Positive recognition for effort and attentiveness
  • Help the student see how to obtain recognition
    through appropriate, rather than inappropriate
    behavior

16
Meeting the Needs of Difficult Students Continued
  • Firmer limits
  • Enforce class rules in a non-confrontational way
  • Quietly and privately remind them of rules
  • Show appreciation when they apply
  • Do not give students the opportunity to show how
    tough and defiant they can be

17
Meeting the Needs of Difficult Students Continued
  • Greater motivation
  • Show that you believe in his or her ability
  • Make sure the assignment is within the students
    capability
  • Break the task down into smaller parts
  • Compliment the students on progress and effort

18
Kristina Will Not Work
  • Kristina, a student in Mr. Jakes class, is quite
    docile. She socializes little with other
    students and never disrupts lessons. However,
    despite Mr. Jakes best efforts, Kristina will
    not do her work. She rarely completes an
    assignment. She is simply there, putting forth
    no effort at all. How would the Canters deal
    with Kristina?

19
Kristina Solutions
  • The Canters would advise
  • Quietly and clearly communicate class
    expectations to Kristina.
  • Redirect her to on-task behavior.
  • Have private talks with her to determine why she
    is not doing her work and what Mr. Jake might do
    to help.
  • Provide personal recognition regularly and try to
    build a bond of care and trust with Kristina.
  • Contact Kristinas parents about her behavior.
  • Provide positive corrective actions as she
    progresses.

20
Sara Cannot Stop Talking
  • Sara is a pleasant girl who participates in class
    activities and does most, though not all, of her
    assigned work. She cannot seem to refrain from
    talking to classmates, however. Her teacher, Mr.
    Gonzales, has to speak to her repeatedly during
    lessons, to the point that he often becomes
    exasperated and loses his temper. What
    suggestions would the Canters give Mr. Gonzales
    for dealing with Sara?

21
Sara Solutions
  • The Canters would advise
  • Positive recognition when Sara is not talking and
    is on task.
  • Special privilege when Sara finishes work without
    talking.
  • Establish limits on behavior and a consequence
    when Sara doesnt follow through.
  • If Mr. Gonzales sees Sara starting to talk, then
    he should try to establish eye contact, move in
    closer proximity to Sara, and as soon as she
    complies, provide positive reinforcement.

22
Joshua Clowns and Intimidates
  • Larger and louder than his classmates, Joshua
    always wants to be the center of attention, which
    he accomplishes through a combination of clowning
    and intimidation. He makes wise remarks, talks
    back (smilingly) to the teacher, utters a variety
    of sound-effect noises such as automobile crashes
    and gunshots, and makes limitless sarcastic
    comments and put-downs of his classmates. Other
    students will not stand up to him, apparently
    fearing his size and verbal aggression. His
    teacher, Miss Pearl, has come to her wits end.
    Would Joshuas behavior be likely to improve if
    the Canters techniques were used in Miss Pearls
    classroom? Explain.

23
Joshua Solutions
  • The Canters would advise
  • Provide extra attention to Joshua.
  • Spend individual time with Joshua before or after
    school or allow lunch with teacher.
  • Provide positive recognition when not disruptive.
  • Joshua needs to know how to gain recognition
    through appropriate behavior.
  • If Miss Pearl sees Joshua starting, then she
    should try to establish eye contact, move in
    closer proximity to Joshua, and as soon as he
    complies, provide positive reinforcement

24
Tom is Hostile and Defiant
  • Tom has appeared to be in his usual foul mood
    ever since arriving in class. On his way to
    sharpen his pencil, he bumps into Frank who
    complains. Tom tells him loudly to shut up.
    Miss Baines, the teacher, says, Tom, go back to
    your seat. Tom wheels around, swears loudly, and
    he says, Ill go when Im damned good and
    ready! How would the Canters have Miss Baines
    deal with Tom?

25
Tom Solutions
  • The Canters would advise
  • Remain calm and refuse to engage him further.
  • Quietly and privately remind Tom of the rules.
    If he complies show appreciation/recognition.
  • Acknowledge his emotion and restate what he needs
    to do.
  • If he remains hostile, take him aside,
    acknowledge his feelings and again request his
    cooperation.
  • If he remains especially hostile, back off and
    wait until later when he is calmer.

26
  • Digging Up the Dirt on Assertive Discipline
  • The Canter Model

Kimberly Hamer Amy Spence Caroline
Harrison Spring 2007
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