Assertive Discipline

After my first year of teaching, I decided, I NEEDED to work on my classroom management. So I read the book "Assertive Discipline" by Lee Canter.

This book really helped me gain perspective on how to change my discipline policy and really implement it in the classroom.  I can honestly say, the second year went by so smoothly because I had a plan... thanks to this book.

Here are my notes from the book study that I independently did.

Assertive Discipline: “Positive Behavior Management for Today’s Classroom”

Lee Canter

“I care too much about my students to allow them to behave in a manner that is not in their best interests and in the best interests of the class.”

• Don’t be a teacher that gets carried away with the situation and lets their irritation, annoyance, and frustrations with the student’s behavior take over. Do not react emotionally.
• Plan ahead of time the corrective actions students will use when they are disruptive.
• Effective behavior management is defined by a balance between structure (rules and limits) and a genuine effort to reach out and establish cooperative relationships.

Have a Discipline Plan:

• The plan should consist of three parts:
• • Rules – that students must follow at all times
  • Supportive Feedback – that students will receive consistently for following the rules (Providing feedback to your students about their behavior means that you make specific comments about the appropriateness of their behavior, with the intention of keeping them on track. The goal is for students to make good choices for their own sake, not for your approval.)
  • Corrective actions – that you will use consistently when students choose not to follow the rules
• Every student has the right to the same due process in the classroom.
• Rules:
• • Follow directions
  • Keep hands, feet, and objects to yourself
  • Use appropriate school language: no put downs, teasing, or bad language
  • Do not leave the classroom without permission
  • No eating in class
• Supportive Feedback:
• • Verbal Recognition
  • Positive notes and phone calls home
  • Behavior awards
  • Special privileges
  • Tangible rewards
• Special Privileges Awards:
• • Extra computer time
  • Excused from one pop quiz
  • Take one problem off a test
  • First out of class
  • Sit by a friend
  • Correct papers
  • First in line for lunch
• Classwide Rewards: (marbles)
• • Radio in class (approved music)
  • Approved movie with popcorn
  • Special arts and crafts activity
  • • Whole class following directions
    • Compliments
• Corrective Behaviors:
• • First time: reminder
  • Second time: 10 minutes away from group and write in behavior journal
  • Third time: 15 minutes away from group, plus write in behavior journal (silent lunch, time – out at recess)
  • Fourth time: call parents
  • Fifth time: write – up
  • Sever case: Write – up
• Keep a clipboard/log-book to record number of times a student has broken the rules (at the end of the day put the paper in a binder for documentation)
• Teach the rules:
• • Explain why you need rules
  • Teach the rules
  • Check for understanding
  • Explain the supportive feedback you will use when students follow the rules
  • Explain why you have corrective actions
  • Explain the corrective actions
  • Check for understanding
• “In this classroom you have the right to learn in a safe and pleasant environment. To make sure that all students can enjoy this right, you have the responsibility of following our classroom rules.”
• “if you don’t follow directions right away, we risk wasting time.”
• Teach procedures and routines at the beginning of the year and when needed.
• • Seat work
  • Journal time
  • Independent work
  • Assembly
  • Emeregency Drill
  • Reading groups
  • Directed lesson
  • Computer time
  • Computers
  • Getting attention
• Reviewing Directions:
• • First two weeks: every time activity
  • First month: Every Monday
  • Then when needed…
• When a student continuously disrupts, “Move in.”
• • Move close to the student
  • Remind the student of the corrective actions they have received
  • Stay calm
  • Avoid arguing with the student
  • Recognize the students feelings
• Cooperative Learning Teams
• • Directions:
  • • Move quickly and quietly to your team
    • When in your team, discuss only the assignment
    • All members participate
    • If you need help, raise your hand
• Class Discussion
• • Directions:
  • • Eyes on Speaker
    • Raise your hand if you want to speak
    • Notebooks and pencils out, everything else away