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= Assertive Discipline = = Lee Canter =



Originally introduced in 1976 (when Lee and his wife Marlene published //Assertive Discipline: A Take-Charge Approach for Today's Educator),// Assertive Discipline has been utilized for classroom and behavior management for the past 35 years. The Canters have revised their original approach with the publication of new editions. The most recent, the 4th edition, was just published in 2010.

Essentially, Assertive Discipline is based on the belief that teachers have the right to teach with the expectation that students will obey. Rules and expectations are clear and there are consequences for negative behavior and rewards for positive behavior. Consequences are set up in a hierarchical manner where the penalties are increased incrementally based on the number of behavioral problems. The teacher is in charge and sets the rules.

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===**The goal of a classroom discipline plan is to have a fair and consistent structure that will enable you to establish a safe, orderly, positive classroom environment in which you can teach and students can learn.**===

**A discipline plan consists of three parts:**
(Canter, "Assertive Discipline" 23)
 * 1) ===**Rules that students must follow at all times.**===
 * 2) ===**Supportive feedback that students will receive consistently for following the rules.**===
 * 3) ===**Corrective actions that you will use consistently when students choose not to follow the rules.**===

Classrooms that utilize Assertive Discipline are not concerned with democracy and students are not usually brought in to help determine the rules and expectations. Assertive Discipline has often been attacked for this very reason. Canter explains that **"Assertive Discipline is based on presenting students with choices...for students to choose to behave, they must know the rules, the positive reinforcement they will receive if they choose to follow the rules, and the negative consequences that will result if they choose not to follow the rules"** ("Let the Educator Beware" 72).

Another important aspect is the ability of the teacher to implement this particular program. As Narter explains " the entire process hinges on the ability or penchant of the teacher to //apply// the system fairly, and the students need to buy into the belief that it is being applied fairly" (68).

Image appears courtesy of Elizabeth Albert

Wiki created by: Aanika Boylan, Connie Harbison, Helen Prichett  Last updated: 03/20/2011 = =