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Canter And Canter  by Trev Navreet
Canter And Canter  by Trev Navreet
Canter And Canter  by Trev Navreet
Canter And Canter  by Trev Navreet
Canter And Canter  by Trev Navreet
Canter And Canter  by Trev Navreet
Canter And Canter  by Trev Navreet
Canter And Canter  by Trev Navreet
Canter And Canter  by Trev Navreet
Canter And Canter  by Trev Navreet
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Canter And Canter by Trev Navreet

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  • 1. Canter and Canter Classroom Behaviour Management Assertive Discipline Model
  • 2. Lee Canter and Marlene Canter spent years in educational research and wrote a few books On classroom and behaviour management .
  • 3. Assertive Discipline Assertive Discipline is a direct and positive approach to make it possible for the teacher to teach and the students to learn. It has evolved since the mid 70's from an authoritarian approach to a more democratic and cooperative approach.
  • 4. The Canter Model
    • Key Principles.
      • Responsible behaviour
      • Classroom Control
      • Teachers have basic rights as educators
      • Students have basic rights as learners
      • Clear expectations and consequences
      • Assertiveness rules
  • 5.
    • Non Assertive Teacher :
    • One in which the teacher is passive
    • Expectations are vague
    • No solid leadership is provided.
    • Inconsistent in response .
  • 6.
    • Hostile Teacher:
    • Typically uses an aversive approach- shouting,
    • threats and sarcasm.
    • Views the classroom as him or her versus the students.
  • 7.
    • AssertiveTeacher :
    • Clear expectations
    • Explains to the students what behavior is unacceptable and acceptable.
    • Clear consequences
  • 8. Implementing Assertiveness
    • Recognize and remove roadblocks
    • Practice the use of assertive response styles
    • Learning to set limits
    • Learning to follow through on limits.
    • Implementing a system of positive assertions
  • 9. SUMMARY The Canter model emphasizes stating rules/expectations clearly, applying positive consequences when expectations are met and negative consequences when they are not met, and being assertive rather than passive or hostile.  
  • 10. Bibliography www.maxweber.hunter.cuny.edu www.humboldt.edu www.search.barnesandnoble.com www.solution-tree.com www.harpercollins.com

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