Marissa Mueller Britney Beuden and Wendy Johnson Directions Connect all three students to all three houses you will have nine lines and they do not have to be straight lines but no lines can cross You can only use one sheet of paper to connect students to the houses ID: 181306
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Slide1
Asserting The Canter Model
Marissa Mueller, Britney
Beuden
,
and Wendy JohnsonSlide2
Directions: Connect all three students to all three houses, you will have nine lines and they do not have to be straight lines but no lines can cross. You can only use one sheet of paper to connect students to the houses.Slide3
Lee and Marlene Canter
In 1976 he introduced Assertive Discipline
Lee created an organization called Canter and Associates
The organization teaches about classroom disciplineSlide4
Premise of Assertive Discipline
Teachers determine what is best for their students.
Teachers should not be distracted by students.
Student compliance helps maintain effective and efficient learning environments.
Teachers must react assertively opposed to aggressively.Slide5
Key Terms
Insist:
to be emphatic or firm on some matter of demand.
Control:
To exercise authoritative or dominating influence over; direct.
Right:
A just or legal claim or titleSlide6
Key terms continued
Assertive Discipline:
approach to classroom management; a high level of teacher control in the class. "take-control“
Expectation:
considered the most likely to happen; Prospects, especially of success or gain.
Persistence:
Continuance of an effect after the cause is removed; tenacity.
Productive:
Yielding favorable or useful results; constructive.Slide7
Essential Elements
Teachers should insist on responsible behavior. Set expectations.
Having firm control. If a teacher fails, then there is poor class control.
Setting assertive discipline in the classroom by persistence and productivity. Using a clear, calm, firm voice and eye contact.Slide8
Essential Elements continued
Remove roadblocks which are negative expectations about students because of poor health, home, personality, genes, and/or environment.
These cause an expectation to misbehave in the classroom.
Influence in a positive way on ways to behave in the classroom.
Negative expectations can be self-destructive or violation of rights.
Students cannot be treated exactly alike. Slide9
Essential elements continued
Learn to set limits in EVERY activity to be assertive.
Make expectations as clear as possible so that students can instruct newcomers to your expectations.
Praise good behavior more than focusing on negative behavior.
Use a students name.
The broken record works when a student is giving excuses or if they are arguing with you.Slide10
Essential Elements continued
Follow through with your limits.
Give personal attention to students.
Give positive feedback to parents about students.
Give rewards to students.Slide11
Strengths
Insisting on responsible behavior.
Firm control from teachers.
Firm control from teachers.
Expectations in teaching.
Clear, calm, firm voice and eye contact.
Positive, caring, and productive climate in the classroom.Slide12
Shortcomings
Confusion between hostile teaching and assertive teaching.
Broken record technique.
Some feel it is stifling and inhumane.
Must have careful application of assertive discipline.Slide13
How Does The Model Work?
State and teach expectations early
State expectations as “I” instead of “you”
Use a calm voice and eye contact
Use non-verbal gestures to support verbal statements
Influence student behavior without shouting or threatsRepeat the message every time a pupil arguesSlide14
The Teacher’s Role
Recognize and remove roadblocks
Poor health, personality, genes, or environment
Practice using assertive response styles
Disapprove of behavior and tell what they should do
Make expectations clearFollow through on limits for the classUse positive reinforcements to motivate studentsSlide15
The Student’s Role
Behave appropriately
Know the consequences of actions
Meet the teacher’s expectations
Know the rules and obey them
Know what limits the teacher hasSlide16
Misbehaving Students
What should the teacher do?Slide17
Important points to remember
Insist on responsible behavior.
Keep firm control of the classroom.
Setting assertive discipline in the classroom.
Remove negative expectations.
Be persistent with methods of discipline.
Productivity and constructiveness. Slide18
This method should be used…
When the students are being disruptive and taking control of the classroom.
When the teacher is struggling to find a strategy to control his/her students. Slide19
What if…
The classroom is out of control?
Students are continually being disruptive?
As a teacher, how would you use the Lee and Marlene Canter Assertive Discipline Model? Slide20
Works Cited
3. Burden, P. (2010).
Classroom Management Creating a Successful K-12 Learning Community.
Kansas State University: John Wiley & Sons, Inc.
4, 7 -12.
Allen, Thomas H. Ph.D. (1996). The Canter and Jones Models.
Canter. Html.
Curwin
, Richard L., and Allen N.
Mendler
(March, 1989). We Repeat, Let the Buyer Beware: A Response to Canter.
Educational Leadership
, 83.
5 & 6. Dictionary
, Encyclopedia and Thesaurus - The Free Dictionary
. Web. 28 Apr. 2010. <http://www.thefreedictionary.com/>.
Render, Gary F.,
Jenell
M. Padilla, H. Mark
Krank
(March 1989). What Research Really Shows About Assertive Discipline.
Educational Leadership
, 72-75.Slide21
Graphics
2. harpercollins.com
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6. freestuff2do.com7. homeroomteacher.com
8. tressugar.com
9. educatednation.com
10. psparents.net
11. fotosearch.com
12. teachingwithtlc.com
13. militarytimesedge.com
14. spacegrant.nau.edu
15. msnbcmedia.msn.com
16. school.discoveryeducation.com