Assertive discipline
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Descriptions, Definitions, Synonyms, Organizer terms, Types of
Assertive Discipline is a classroom management system devised by Canter, Lee. This program is widely used, highly advertised, and generally receives favorable reviews by teachers. Assertive Discipline is easy to understand, relatively simple to implement and has certain claims to its effectiveness. It can also be seen as a clear, firm, unhostile way of creating a method of expectations for the classroom.
Lee Canter's Assertive Discipline book answers many questions about how a discipline plan should be set up. The plan consists of three parts:
1. Rules:
--Expectations at all times
--Limited number
--Observable
--Apply at all times
--Deals with behavior only
--Allow students to choose some of them
2. Positive Recognition:
--Encourage appropriate behavior
--Increase self esteem
--Create a positive environment
--Establish positive relationships
--Praise, Phone calls, Notes,
Rewards, Special Privileges
Sample Incentives by Canter:
3. Consequences:
--Deal calmly and quickly
--Consequences in place
--Appropriate for students
--Students do not enjoy
--Hierarchy from low(warming)to high
(administrator)impact on student
--Include a severe clause
This plan makes managing behaviors much easier. The plan should protect students' rights and ensure administrative and parental support.
Sample Plans:
According to Charles H. Wolfgang, assertive discipline is a classroom management system that revolves around “the right of the teacher to teach and the right of the teacher to expect students to obey” (Wolfgang 99). From the onset, the assertive discipline instructor clearly outlines his or classroom rules. There are clear expectations of students, and if the classroom rules are not followed, certain punishments exist for the students that “choose” to break the rules. The instructor seeks to encourage good behavior through praising students that follow and/or exceed expectations through verbal recognition, phone calls home, and classroom rewards. For students that openly defy expectations, assertive discipline views this as a “student’s choice…consequences must be made clear to the students so they will know the choice they are making through their behavior” (93).
Application in Classrooms and Similar Settings
After setting up your discipline plan, one must create lesson plans to teach this plan to the students. Just as any lesson you need to prepare.
These are the main ideas that will need to be taught:
1.--Explain why you need rules
2.--Teach the rules
3.--Explain how you will use positive recognition for those who do follow these rules
4.--Explain why you have consequences
5.--Immediately begin reinforcing students who are following the rules
6.--Review rules frequently
7.--Use students as models
8.--Post your discipline plan
9.--Send a copy of your plan home to parents
The Canters believe this plan will suffice for all of the situations in a student’s day, but you will also need to establish specific directions for classroom situations. For example, the first time you perform an activity, it should be taught and practiced. Explain your rationale for the direction and check for understanding. Visual cues should be a part of the teaching if you are early elementary teachers. These visual cues are a great reminder to students who can't yet read well.
A core assumption in the Assertive discipline system is that in order to motivate students to behave the teacher should use repetitions of reinforcement. The teacher should frequently praise students by using scanning techniques while circulating the room. Praise should be given to every student every day! The younger students would still benefit from visual cues to those who are following the rules. The teacher should always use positive support to encourage students to continue appropriate behavior, increase a student’s self-esteem, and reduce behavior problems. Also, using a class-wide recognition system to motivate the class can help toward behavioral goals. The consistency of this support can create a very positive environment for the students.
Through the assertive discipline system consequences must be provided each time a student chooses to disrupt. This will help the teacher to be constant. The consequences must be in a firm, calm manner. Shortly after the consequence is given, try to find something positive the student is doing to get them back on track. The Canters suggest that you refocus students who attempt to argue with you and provide an “escape mechanism‿ if need be. This will allow students who are upset to calm down and possibly talk about the incident. The Canters say that there will be times in your professional judgment that it will not be in the best interest of the student to provide a consequence. They urge teachers to use the hierarchy of consequences as a guide, not law.
When dealing with some students one-on-one it is helpful to use some of the suggested practices:
1.--Show empathy and concern toward the student
2.--Question to find out why there is a problem
3.--What the teacher's role is in helping
4.--Determine what that student can do to improve
5.--Agree on a course of action
6.--Summarize the talk and possibly a meeting later to check up
Keep in mind that the goal is to gain insight into the behavior’s cause and to allow students to learn how to choose a better way of dealing with problems.
Always use your resources for support when your own methods are not working effectively. This support could come from the counselor at your school, the administrator, or, most importantly, the parents. Always establish a relationship with the parent, if not at the beginning of the year, then by parent-teacher conferences.
Evidence of Effectiveness
Assertive Discipline is a well-respected and widely used program. According to Render, Padilla, and Krank, over half a million teachers have received AD training (1989, p. 607). This alone shows that at least teachers feel it is effective. But what does the research say? Ferguson and Houghton (Ferguson and Houghton 1992)studied the effectiveness of teacher contingent praise on students' on-task behavior. Teachers in this study were trained on the effective use of praise, then data was collected on their use of praise and students' on-task behavior. All of the teachers in the study increased their use of praise and all but one student in the study increased their time in on-task behavior. The study concludes with this statement: "It would appear from the results of this study that training teachers to use praise appropriately, in line with Canter's recommendations, is upheld, particularly if teachers are attempting to increase on-task behaviour in their classrooms." While some research (e.g., Mandlebaum, et al. 1983; McCormack 1987 taken from Cotton 1990) is supportive, there are detractors.
Critics and their Rationale
Critics of assertive discipline claim that students aren't allowed many freedoms and that, in the long run, assertive discipline doesn't teach them how and why to behave properly; they simply follow the rules in order to get a reward.
Most research is inconclusive about the effectiveness of the AD approach (Emmer and Aussiker 1989; Gottfredson 1989; and Render, Padilla, and Krank 1989 taken from Cotton 1990).
Criticism of assertive discipline states that long term, the effects can be damaging, even though it may stop misbehavior at that particular moment. Richard Curwin and Allen Mendler remind teachers that "classroom management systems not only manage behavior but manage also to teach students lessons about their own self worth, their ability to act responsibly, and solve problems." Discussion about the reasons the students are acting in certain ways needs to be done, and cannot be done with assertive discipline. Carole Johnson
I think this is probably the most important aspect of the Assertive Discipline method. Probably one of the worst things a teacher can do is be inconsistent. In using the Assertive Discipline plan the teacher is consistent. The only thing I would consider would be to put one's own touch into the plan. Assertive Discipline can be as restrictive and disciplinarian as the teacher wants it to be. Sharon Morrisette
I think assertive discipline is the best way to kill creativity, curiousity, self-expression, motivation, logical reasoning in our children. Let us breed another generation of bore and dull adults because it works so well. Felix Autenrieth
Alfie Kohn's criticism of Asserive discipline include the notion of teacher imposed rules and the use of punishment. According to Kohn, if "the goal is to help students grow into compassionate, principled people, then having students 'define the real meaning' of rules is the best way." (Wolfgang 100). Kohn objections to punishment because it "makes somebody suffer in order to teach a lesson" (Wolfgang 100). According to Kohn, assertive discipline creates compliant students, it does not create moral, compassionate students.
Kohn remarks that, “children are set against one another in a race to be the first one praised” (Kohn 25). Kohn also finds fault in the “choice” aspect of the assertive discipline management style. He feels that “a young child, in particular, may not have a fully developed capacity for rational decision making or impulse control that is implicit in making a choice” (Kohn 17).
Alternative Explanations due to Diversity Considerations
Though no research could be found directly about diversity concerns and assertive discipline, some of the drawbacks of the program could easily be translated into these. One complaint of assertive discipline is that there is no room for teacher discretion. A teacher must stick to the rules, no matter what the reason is for the misbehavior. Assertive discipline doesn't take into account any outside factors affecting discipline, even though those outside factors are many times the causes for the misbehaviors.
Signed "life experiences", Testimonies, and Stories
In my own classroom, I use a different discipline approach for the majority of the school year. I employ assertive discipline towards the end of the school year, however, when my students are the most “squirrely”. To do this, I give them each a “driver’s license”. I first explain that I came up with the idea by reflecting on how I am held accountable in the “real world”. Together, we list all of the things an adult is responsible for and typically agree that being able to drive is one of the biggest responsibilities a person can have. Even though they aren’t old enough to drive, kids understand the basic rules of the road and what it means when a cop pulls up behind you with his or her siren on. I then explain how a driver’s license works in the classroom. First, like good drivers, they can behave appropriately and be left in peace. It’s likely, though, that if a rule is broken, I’ll see it and “pull them over”. We list all of their responsibilities and decide what they can get “pulled over” for. The list is limited to common issues during the last couple months of school - arriving late to class, forgetting supplies, interrupting, being loud or disrespectful and not following directions. I demonstrate “pulling them over” by putting a single punch in their driver’s license. I am at liberty to decide whether the offense deserves a warning or a citation. The citation is a small sheet of paper with reflection questions and room for a parent signature. The fun part for the kids comes at the end of the week when they receive points for good behavior. Every day they go without getting “pulled over” earns them one point. At the beginning of the following week they can trade in their points for small prizes. Although it’s a bit complex, this technique has worked well because the rules are clearly defined and awards are attainable. They end up monitoring and reporting themselves most of the time. In fact, a teacher recently thanked me because students are spending less time chatting at their lockers so they can get to class on time! My challenges with this approach are that it’s difficult for me to be as consistent as necessary since I am not, by nature, a disciplinarian. Also, it’s expensive to buy prizes for 130 students! -M. Schroeder
I student taught first grade and my students craved attention. I would use verbal praise and I also used visual praise. I would write students names on the board for positive recognition. The lady I student taught with was use to writing names on the board for 20 years that were negatives, with a check mark for each infraction. After using this for a month, it was great to see the change in our routine, or circle time, near the chalkboards. After my first year of teaching middle school, I felt that I had a few students that really enabled other students to learn. Over the summer I devised my own classroom management system for the class. I decided to have a system that involved individual behavior along with group behavior. Everyday a class would start off to a fresh start. If I did not have to move an individual student’s seat, put them in the hall for redirection, or send them to the office OR I did not have to warn the class as a whole about the noise (which means more than just one or two people are talking and not focused), then the class got their incentive. After five class days of getting their incentive, the group would get a tangible or intangible reward. This could be 5 minutes of talk time, a bookmark, or any other activity or object the class comes up with as a reward. After using this for the past three years, I have found that I can make it as worthwhile or useless depending on how much I focus on it.--Jackie Baxter
When I began teaching in 1994 this was the method of discipline. As a new teacher I really liked Assertive Discipline, probably because it was so black and white and gave me an opportunity to really teach my subject. That was until I took a job in a high poverty, low income district. I soon realized that this method of discipline really resulted in an escalation of behaviors instead of a resolution to them. My students were truly dealing with issues that this form of management ignored. If I was going to be successful, I had to change my management style so that the students were not leaving my room on a consistent basis, yet they were stopping unwanted behaviors. This is when I began to, in my opinion, grow up as a teacher and realize that other techniques were available and even worked better than this rather black and white technique.--Bonnie McArthur
As a student teacher at Edison Middle School in Champaign, IL, I was told to follow closely the discipline method of my cooperating teacher (and the entire school) which was called Assertive Discipline. It was my first introduction to it. After a series of classes at the U of I which encouraged teachers to have a more student-centered class that treated students with respect, it was a wake-up call that what goes on in college has little to do with what actually happens in the real world of education. I cringed as I wrote students' names on the board who were antsy and wanting to be sociable. I hated the prescriptive levels of consequences that I was forced to walk through every time someone did something wrong. I feel that Assertive Discipline is great when students respond to it early. It really calms classes down, but now a ten-year veteran of education, I would rather have a busy, noisy classroom where students feel comfortable to pursue their own learning, than a repressive, quiet one where learning is broken down into a series of "do-it-or-you're-gonna-get-it" actions.--Unsigned
I began teaching several years ago, and had the stereotypical first year- it was an absolute disaster. About halfway through the year, my colleagues recommended that I implement Assertive Discipline. I think that it would have been more effective if I had started off using it. As it was, I had a hard time, because I was reluctant to have students removed from my classroom. I think that Assertive Dicipline is a good place for novice teachers to start off, but each person needs to develop their own approach. On the one hand, Assertive Discipline assures students of Due Process. They know what to expect. On the other hand, it is very regimented, and does not distinguish between severity of behavior, except for the most extreme circumstances. I still use some elements of Assertive Discipline, but putting names on the board doesn't work for me. I try to assure students of due process, but mostly I emphasize my right to teach, and their right to learn in an educationally-conducive environment. Warner Ferratier See Teacher’s rights for teacher's rights in Assertive Discipline
Even we as graduate students like to know ahead of time of what is expected of us. Knowing the rules and consequences makes students accountable, especially if those rules are laid out, even documented. I have a rule/expectation handout for all my students and I present it on the first day of each semester. It is to be read and signed not only by the student but also by the parent. I've had one known forgery in 7 years. Man, did he pay a high price! M. Uhls
Hand in hand with this goes Language Choice therapy promoted by Cognition Works. By giving students the expectations when they first start school in the fall, posting those expectations and reviewing consequences, we are lifting the burden of discipline from the teachers. We ALL make choices, including students. Our choices lead to good things or bad things. Students need to learn this earlier, rather than later. D.Heater
I once used the assertive discipline approach in my classroom but have moved away from it. I found that when I was using the system I tended to focus on what the students weren't doing right, rather than what they were doing right. E. Elrick elementary/preschool teacher for 7 years.
I used Assertive Discipline my first year of teaching because that is what the other teachers were using. Over the years I have found an eclectic approach works best for my classroom. We establish our expectations as a community of learners from the start of the year. We may change rules during the year if we think it is necessary. We have class meetings where discipline is discussed and suggestions are given. We praise those among us who work hard and deserve a pat on the back. We encourage those who may need encouraging. We focus on the positive. This seems to create a managebale classroom atmosphere that is conducive to the learning environment. For two years now I have been implementing The Nurtured Heart Approach for the more extreme behavior problems. This approach has phenomenal results and benefits the whole class. --Valerie Munds elementary/middle school teacher for 10 years
Our school implemented the Nurtured Heart Approach in a school-wide effort to tackle not only discipline problems but increase "time in" the classroom, as well. This approach is similar to and has many commonalities with Assertive Discipline. Children want attention and learn early that misbehaving earns a great deal of attention, and negative attention is viewed as equal to positive attention. By implementing high expectations, rewarding students with not just praise for their actions but also for who they are, and not exerting any energy or attention to bad behavior, children learn self-worth as they strive for your attention. Warning students with a one word reminder is all that is needed if it is known that a serious disciplinary action will result after instruction time if the behavior continues. As soon as a student ceases his or her misbehavior, with a positive comment, such as "nice work getting focused; you really are a hard worker!" a student will learn that very little attention is given as a result of bad behavior, but good behavior is rewarded with building up their self esteem (even if the praise doesn't make sense like my example). This has been working very well throughout the school. -JJakob
Alot of what Assertive Discipline describes is effective, ideally. However it is difficult to incorporate. Most times the people who write the books been in the field for quite sometime. I do agree with the notion of always making your expectations known. This to me I do day one. One thing that has help me, coupled with Assertive Discipline, is Collaborative Learning. I believe the buy-in approach helps kids to feel as what they have to contribute significally makes a different........C. Graham
As a first year teacher I taught in a school where Assertive Discipline was the school wide discipline plan. I liked the way it held me accountable for being very consistent. I agree with several of the concerns, however. First of all consistency and fairness is very important, but sometimes what is fair for one student is not always fair for another student. Students come to us from different places, with different backgrounds, and different issues. There always needs to be some amount of individualization based on student needs. I also have concern with the negativity of the program. I did not like students names being on the board or on a chart where there misbehaviors were charted. It seemed to escalate students' negative behavior because they wanted to prove that they didn't care by further misbehavior. It was also a reminder of their mistakes during the day instead of their successes. My second experience with Assertive Discipline was paired with Cognition Works. Cognition Works is a program that focuses on expectations and consequences for choices, both positive and negative. I really like this pairing because the two programs taught students that there were always consequences for choices and it was up to them to determine which choice was best for them. The two programs working together still held students accountable for their actions and addded a feeling of humanity and a character building piece that I felt was missing from Assertive Discipline alone. -- Amanda P.
I don’t think this sounds like and “ideal” system for implementing classroom discipline, however I don’t think an ideal system exists. Like most young teachers, my first year was full of discipline problems. I think a system like this would have gotten me through that year with my head held up a little bit higher. Although I would like to think that as I gained more confidence in my ability as a teacher, I would have drastically modified the system in order to cultivate creativity and inspiration.
–J. Blanken-Webb
In the early part of the 1990s, our faculty was trained in the Assertive Discipline plan. We were required to stay after school one day a week to watch a video on the Assertive Discipline Method. This training lasted for several weeks. This system was incorporated into the classes on a school wide basis. Many of the ideas were valid but the diverse faculty failed to fit one specific discipline plan. Students tended to play a check gram with Assertive Discipline. Three checks resulted in punishment allowing the students to misbehave twice without consequences. Assertive discipline lasted for the school year but was abandoned the next year. I agree that school wide discipline plans are not always successful because all teachers are not the same. -Ann Harty
Assertive Discipline reminds me a lot of Fred Jones' Tools for Teaching. He also says it's necessary that should teach our classroom procedures--actually walk students into the room from the hallway and show them what they should do when they enter the room. He also has a reward system in which the students as a group try to earn time for a "preferred activity". The preferred activity can take place each day or time can be accumulated and spent at the end of the week. I implemented this system last year and it really works with my personality. I automatically give my students a set number of minutes at the beginning of the hour. The students' job is to maintain those minutes (not lose minutes by making me wait for them), and to earn bonus minutes. I LOVE bonus minutes. Do you have an annoying issue? Give students bonus points for: bringing their textbooks to class, having a pencil, being nice to each other, no tardies, everyone turns in their homework, etc. I love it when my students remind their peers to bring their textbook to class when they see each other at their lockers. The nice part is that the incentive is a fun educational activity that I wanted to do all along, I just reserved it for the preferred activity. One difference between Fred Jones and AD is that he goes into how to handle individual discipline issues, how to create your seating chart to help with behavior, and how to maximize class time instruction. I highly recommend the book! -J. Adams
In the adult sports activities I am involved in, I see some of the assertive discipline practice being implemented. The referees and judges in my volleyball and basketball leagues set forth the rules and stick with them, with seemingly no wiggle room at all. The consistency aspect of assertive discipline is certainly maintained. Furthermore, in my basketball league, the referees employ the warning strategy, which is common in assertive discipline. According to Wolfgang, consequences should be part of a “discipline hierarchy, moving from a warning…to a second violation, which entails a minor consequence” (Wolfgang 93). I have seen players ejected from games after receiving specific and poignant warnings from referees, and I must say it is always refreshing to see someone follow through on a discipline plan, whether it is an adult instructor in classroom or an adult referee disciplining another adult. Nevertheless, while this is strikingly similar to an assertive discipline style, certain aspects are still absent. The instructor in the assertive discipline classroom will apply the consequence while at the same time seeking to resolve the problem with student. The instructor should seek for understanding on the student’s part, with the goal being to “gain insight into the behavior’s cause and to allow students to learn how to choose a better way of dealing with problems". True, referees, will often explain rules to participants if there is a question, however the referee seems to be lacking in empathy. Furthermore, when a player gets disciplined on the court that is typically the end of the discussion. Moreover, there is a decidedly lack of positive praise to encourage appropriate behavior in my sports leagues, another key component of the assertive discipline management style. This leads me to wonder, if more positive praise and recognition was given to adults in recreational sports leagues, would there be a decline in negative behavior? J. Juliano
References and other links of interest
Canter, L., and Canter,M., (1992). Assertive Discipline: Positive Behavior Management for Today's Classroom. Canter & Assosicates, Inc, 48,55, 77, 95.
Curwin, R., and A. Mendler. (1988). Packaged discipline programs: Let the buyer beware. Educational Leadership, 46(2), 68-71.
Emmer, E.T. and Amy Aussiker (1990). Schools and Classroom Discipline Programs: How well do they work, p 129-166. In Moles, O.C. (1990). Student Discipline Strategies: Research and Practice. Albany, N.Y.: State University of New York Press.
Ferguson, E. and Houghton, S. (1992). The effects of contingent teacher praise, as specified by Canter's Assertive Discipline. Educational Studies, Vol. 18, Issue 1, p. 83-94.
Kohn, Alfie (1996). Beyond Discipline: From Compliance to Community. Alexandria, VA: Association for Supervision and Curriculum Development.
Wolfgang, Charles H. (2001). Solving Discipline And Classroom Management Problems: Methods and Models For Today’s Teachers. Hoboken, NJ: John Wiley And Sons, Inc.
Paper from Southeastern Louisiana State University on Discipline and Self-Esteem
Code of BehaviourAn Online Parent/Student Handbook
Research on the effects of Assertive Discipline Schoolwide and Classroom Discipline
Activities and Discussion Questions
