Assertive Discipline

1. Assertive Discipline
Lee & Marlene Canter

2. Part I: The Cantors
Background In
● Lee Cantor worked in the social work field for several years. He then focused
on teacher training and school consultation as a career.
● Marlene was teaching special education as she pursued the study of child
development and special education techniques.
● During Marlene’s teaching experience, she encountered a child whose
behavior was so disruptive that she needed to search for new techniques that
would help the child to reach his full potential.
● Lee and Marlene Canter, when consulting for school systems, found that
many teachers were unable to manage the undesirable behavior that
occurred in their classrooms.
By: Chantal Millard

3. The Canters Cont.
● Lee and Marlene began researching disciplinary problems in the classroom,
as well as those methods used by successful teachers to handle these
problems.
● Thus, Assertive Discipline came about and became the Canters main focus..
● The focus began with a behavior management plan based on consistency,
clear expectations, follow-through, and the development of positive
relationships.
By: Chantal Millard

4. Part II: Assertive Discipline
● Assertive discipline was developed by the Lee and Marlene Canter to
help bring structure and organization to the classroom.
● Assertive discipline is set up around a teacher-in-charge classroom
environment.
● The Canters believed teachers:
○ Should determine what is best for their students.
○ React confidently and quickly to student behavior.
○ Have few classroom rules that are easy to understand, and enforce those
rules consistently.
○ Give firm, clear, and concise direction. Entry by Ted Young
McIntyre, T. (n.d.). Assertive discipline. Retrieved February 24, 2018, from
http://www.behavioradvisor.com/AssertiveDiscipline.html

5. Assertive Discipline Cont.
● Assertive discipline is about:
○ Building positive and trusting relationships with students.
○ Teaching students what is appropriate classroom behavior by:
● Describing ● Reviewing
● Modeling ● Encouraging
● Practicing ● Rewarding
Entry by Ted Young
McIntyre, T. (n.d.). Assertive discipline. Retrieved February 24, 2018, from
http://www.behavioradvisor.com/AssertiveDiscipline.html

6. Part III: Assertive Discipline vs. Hostile Teacher
Hostile Teachers often use…
● Abusive, derogatory responses
● Physical punishment or negative touch control
● Threats and ultimatums
● Embarrassments to humiliate
● Extra homework or group punishments
● Taped mouths (extreme cases)
Entry by Amanda Addleman
References:
—Carjuzaa, Jioanna & Kellough, Richard D. 2017 Teaching in the Middle and Secondary
Schools 11th Edition Chapters 4; Page 103-106 Publisher: Pearson Education

7. Part III: Assertive Discipline vs. Hostile Teacher
Assertive Teachers…
● React quickly & confidently
● Consistently explain, practice and enforce classroom
rules
● Give firm, clear, concise directions
● Reinforce compliance & implement negative
consequences for disobedience
● Are not passive, timid, inconsistent or non-directive
Entry by Amanda Addleman
References:
--McIntyre, Tom. pulled 2018 from Blackboard at Brandman.edu “Assertive Discipline”
http://www.behavioradvisor.com/AssertiveDiscipline.html

8. Part IV: How to Use Assertive Discipline in the Classroom
THINGS YOU CAN DO TODAY:
● Dismiss the thought that there is any acceptable reason for misbehavior!
● Create 4 or 5 specific rules that your students can easily understand.
● Choose 3-6 negative consequences, each more punitive than the previous.
● Determine positive consequences for appropriate behavior (e.g. raffle tickets, class parties, etc.)
● Conduct a meeting with the students to explain why rules are needed!
● Have your students write the rules and take them home to be signed.

9. Part IV: How to Use Assertive Discipline in the Classroom
● Implement the program IMMEDIATELY and tell students what he or she should be doing!
● Recognize and quickly respond to appropriate behavior!
● Give students a choice between the command or a consequence!
● Teach and role-play actions in order to promote responsible behavior in the classroom…
● Use proximity praise (praise behaving students who are near misbehaving students)!
● Use proximity control (e.g. move toward your misbehaving students, etc.)