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THEORIES OF

ASSERTIVE TACTICS
[TSL 3093]

By:
Faten Hanani bt Fauzi
Raja Nur Nabila bt Raja Abdul
Halim
Fatin Aqilah bt Mohd Suhaimi

INTRODUCTION

LEE &
MARLENE
CANTER

LEE CANTER
Attended California State
University and completed a
masters degree in social work at
the University of Southern
California.
As a teenager he realized teachers
have the power to change a
students behaviour.
Felt that if teachers could manage
their students behaviour, they
could have a positive impact on
students lives.
Interest led to the research and the
development of his well-known
Assertive Discipline program.
Created cutting-edge training

marlene CANTER
May 2006 named Woman Executive of
the Year.
30 year career as co-CEO of a successful
teacher training company.
Committee founder which strived to hire
very qualified teachers in L.A.
Began her career as a special education
teacher.
Went on to co-found and serve Canter&
Associates, Now Laureate Education, Inc.
The company has trained teachers and
developed programs, distance learning
materials, and resources for teachers,
administration, parents.
Actively involved on education councils,
boards, advisory committees.

Lee & marlene CANTER


Met in 1968 while attending college.
Lee aspired to be a teacher, while
Marlene wished to be a social worker
specializing in working with children
Lee and Marlene married in 1970
and focused on the hopes for the
future to make a difference in
childrens lives.
Lee now was pursuing a Masters
degree in social work, while Marlene
was finishing work on gaining a
teacher certificate and advanced
special education training.

Lee worked several years in the social work field, and


then started to focus 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 Marlenes 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 began researching disciplinary
problems in the classroom, as well as those methods
used by successful teachers to handle these problems.
Thus Assertive Discipline came to the forefront of their
lives.
The focus began with a behavior management plan
based on consistency, clear expectations, followthrough, and the development of positive relationships.

DEFINITION & DESCRIPTION


o Lee and Marlene Canter found that many
teachers were unable to manage the
undesirable behaviour that occurred in
their classrooms.
o Based on their investigation and research,
they developed assertive disciplines.
o Assertive discipline is a systematic and
objective way of ensuring a teachercontrolled classroom.

o It is also called the "take-control"


approach to teaching, as the teacher
controls their classroom in a firm but
positive manner.
o This theory requires teachers to be
assertive rather than passive or
hostile(teacher-controlled).

The teacher creates a set of behaviour


rules for the class and a set of negative
consequences that result if the rules are
not followed.
Example: Persistent use of first-language.
Establish a set of class rules and
develop a penalty system for when
they use their first-language.

Approaches & strategies


o Decide which rules you wish to implement in class.
Examples: Raising up their hands in answering questions, do
not disturb others, speak in English, be quiet when the
teacher is speaking.

o Determine negative consequences for non-accomplice.


Examples: Giving time-out, extra homework.

o Determine positive consequences for appropriate


behaviour.
Examples: Verbal praises, giving stars.

o List the rules on the board along with the positive and
negative consequences.
o Have students write the rules and take them home to
be signed by the parents and returned.

GOALS & OBJECTIVES


o To allow teachers to engage
students in the learning process
uninterrupted by students
misbehaviour.
Example: Overly dependent on
teacher, does not show interest in
learning English.

o To help teachers become the


captains of their classrooms and
positively influence their students'
behaviour.

Explains what behaviour is unacceptable and


acceptable.
ASSERTI
The consequences of various behaviours are made
VE
clear to the students.
Eg: dont answer unless you raise your hands and I
call on you.
Use threats and sarcasm.
Has potentials for emotional harm and possible
HOSTILE
abuse.
Eg:do that again, nelson, and see what you
get(teasing friend who cant pronounce word
correctly)
NONPassive.
ASSERTI
Used by teachers who fail to establish clear
VE
standards of behaviour.
Eg: you are talking again without raising your
hand.

THREE RESPONSE STYLE

STRENGTHS AND
WEAKNESSES OF THE
THEORY

STRENGTHS
Behaviour is a result of
what teachers do in
classroom.
Teaching rules of
expectations.
Focusing on process than
product.
Let students to be more
responsible.
Let students know when
they have acted correctly
or incorrectly.
Positives and lots of
praise.

WEAKNESSES
Reliance on threats,
warnings, and discipline
hierarchy.
Misuse of consequence.
Will be dissatisfying group
of pupils.
The self esteem of
students is often
decreased.
Teachers spend to much
time punishing students.
Creating social groups.

HOW TO BE
PRACTICAL IN A
CLASSROOM?

DISCIPLINE
o Start being consistent with discipline
and classroom routine .
o Set an example and start discipline
from the beginning.
o Be firm in classroom management
Example : Make Learn A Word A Day
as a class routine.

ESTABLISH
o Familiarise students with the
plan.
o Explain why rules &
consequences are needed,
teach and review the rules
frequently.
Example: Always remind and
encourage students to
use
English.

CONSISTENT
o Develop a consistent rules and
behaviours.

balance
Maintain a careful balance
between penalties for
misbehaviours/ errors and
positive reinforcement.

ESTABLISHING
REWARDS
Social Reinforce
smiles & praises.

Positive Notes.
Special
Awards/Privileges

ESTABLISHING
CONSEQUENCES

Parental Phone.
Detention.
Time-Out.
Verbal Warning.

DONT BE BIASED!!
o Avoid showing favouritism towards
particular students.

IS IT APPEALING?
Teacher would be to control the
students behaviour.
Easy to be applied in the
classroom.
Teacher able to teach students
to realize that every actions has
its own consenquences.

ROLE-PLAY
o Maria is quite docile in class. She
does little socializing with other
students and rarely show interest in
learning English. She is physically
present but makes little effort or
contribution in learning and using
English.

Make the class expectations clear to


Maria.
Give rewards and positive comments
whenever Maria made any improvement.
Provide a language-rich environment
skits, role play, language games.
Deal with errors appropriately.
Be consistent when you follow through
with consequences. (Example: when

REFERENCES
o http://www.behavioradvisor.com/
AssertiveDiscipline.html
o http://www.teachermatters.com/c
lassroom-discipline/models-of-d
iscipline/the-canter-model.html
o http://www.behavioradvisor.com/
AssertiveDiscipline.html
o http://www.teachermatters.com/c
lassroom-discipline/models-of-d
iscipline/the-canter-model.html