Readings

**nRequired**
Canter's response to criticism of his Assertive Discipline model. He further explains the rationale behind the program and demonstrates other approaches besides writing names on the board, which has been criticized by many as being humiliating for the students. He argues that people use the term "Assertive Discipline" too freely and many are not actually using the program he designed. He emphasizes that Assertive Discipline is not a final solution but rather a starting point and offers research to support the effectiveness of the program.
 * Canter, Lee. "Assertive Discipline: More Than Names on the Board and Marbles in a Jar." Phi Delta Kappan 71 (Jan. 1989): 57-61. http://campus.dyc.edu/~drwaltz/FoundLearnTheory/FLT_readings/Canter.htm**

Covers how one can become an effective classroom manager by developing a classroom discipline plan utilizing the Assertive Discipline model. Canter details the steps necessary to develop your discipline plan and teaching responsible behavior through the use of that plan. He also emphasizes the use of the Behavior Management Cycle in teaching students to manage their own behavior. Canter also offers methods for working with difficult students and obtaining the necessary support from parents and administrators in implementing a behavioral plan.
 * -. //Assertive Discipline: Positive Behavior Management for Today’s Classroom//. 4th ed. Bloomington, IN: Solution Tree, 2010. Print. **

A case study of a student teacher implementing the Assertive Discipline model in a classroom in which the mentor teacher does not use Assertive Discipline. The article covers how the student teacher appropriately implements Assertive Discipline and how the students respond to both the student teacher and the regular classroom teacher in the appropriate ways each expected.
 * Desiderio, Mike F., and Cathy Mullennix. "Two Behavior Management Systems, One Classroom: Can Elementary Students Adapt?." //The Educational Forum// 69.4 (2005): 383-91. //Education Full Text//. Web. 7 Mar. 2011.**

**Recommended**
Canter responds to perceived criticism from Curwin and Mendler with evidence of research findings. Specifically, he addresses the assertion that Assertive Discipline is ineffective and negative, that it adversely affects the dignity of students, and that it does not encourage responsibility. He argues that because Assertive Discipline offers students choices, it actually develops responsibility because students learn responsibility through having choice, an idea he borrowed from Dreikurs. He concludes that Assertive Discipline is effective because it offers a systematic approach which he feels is crucial for success.
 * Canter, Lee. "Let the Educator Beware: A Response to Curwin and Mendler." //Educational Leadership// 46.2 (1988): 71. //Academic Search Complete//. EBSCO. Web. 7 Mar. 2011. [[file:leecanter-assertivediscipline/Educator Beware.pdf|Educator Beware.pdf]]**

Guide for dealing with those difficult students in your classroom with whom no behavioral method seems to work. Canter shows teachers how to develop positive relationships with all students while increasing their self-esteem by focusing on appropriate behavior. Assists teachers in identifying when and why difficult students misbehave and then develop an individualized behavior plan based on the unique needs of that student.
 * Canter, Lee, and Marlene Canter. //Succeeding with Difficult Students: New Strategies for Reaching Your Most Challenging Students//. Bloomington, IN: Solution Tree, 2011. Print. **
 * canter_and_canter.pdf **

This is a study that was conducted in lower grade schools in Western Australia and sought to evaluate the effectiveness of one area of Canter's Assertive Discipline program, positive recognition. The study found that teachers adequately trained in Canter's methods of praise did increase positive recognition of students and that the teacher's verbal praise increased the levels of student's on-task behavior.
 * Ferguson, Elizabeth, and Stephen Houghton. "The Effects of Contingent Teacher Praise, as Specified by Canter's Assertive Discipline Programme, on Children's On-Task Behaviour ." //Educational Studies// 18.1 (1992): 83. //Academic Search Complete//. EBSCO. Web. 12 Mar. 2011. **

Discusses the four discipline competencies that all teachers need to master to handle problem behaviors successfully. Thus providing the rationale for the implementation of the Assertive Discipline model. This article lays out the implementation phases of Assertive Disciple, which include: Stating your expectations; Developing rules based on observable behaviors; Clearly communicating and explaining to the students the rules you have selected; Practicing being assertive in your responses to your students; Deciding on consequences; Designing a consequence plan; Incorporating positive consequences into your plan; and Actively involving parents and principals in the consequence plan. The advantages and disadvantages of Assertive Disciple are considered as well.
 * Gardner, Jerome R. "Assertive Discipline." //Cognitivebehavior.com//. The Cognitive Behavior Management Reference, 2003. Web. 12 Mar. 2011. [[file:leecanter-assertivediscipline/AssertiveDiscipline.pdf|AssertiveDiscipline.pdf]] **

This study took a look at the classroom discipline beliefs of pre-service elementary school teachers before and after they completed their student teaching. The results indicated that the student teaching experience increased beginning teacher's preference for the Assertive Discipline model and decreased their preferences toward the relationship-listening model that many thought they would employ in the classroom before actually teaching.
 * Kaya, Sibel; Lundeen, Cynthia; Wolfgang, Charles H.. "Discipline orientations of pre-service teachers before and after student teaching" Teaching Education 21.2 (2010). 08 Mar. 2011 **
 * [[file:leecanter-assertivediscipline/kaya.pdf|kaya.pdf]]**

This article describes and outlines the main points of three classroom management models including, Assertive. Discipline, Logical Consequences, and Teacher Effectiveness Training.The authors also provide an example applying each model to a scenario of a secondary classroom misbehavior.
 * Malmgren, Kimber W., Beverly J. Trezek, and Peter V. Paul. "Models of Classroom Management as Applied to the Secondary Classroom." //Clearing House// 79.1 (2005): 36-39. //Academic Search Complete//. EBSCO. Web. 7 Mar. 2011.**
 * [[file:leecanter-assertivediscipline/malgrem.pdf|malgrem.pdf]]**

This web page provides an overview of the Assertive Discipline approach and the studies of Lee and Marlene Canter. It also explains the qualities of assertive teachers and the types of relationships they can build with their students. The article discusses how to use Assertive Discipline and provides a number of activities and discussion questions that include scenarios of misbehavior.
 * McIntyre, Tom. "Assertive Discipline." Classroom Behavior Management Strategies. N.p., n.d. Web. 11 Mar. 2011.  **

High School English teacher, David Narter, explains how recent attempts at positioning the classroom as a place where students are assessed as objectively as possible has cost more then benefited education. In particular, the move toward the use of computerized grade books, grading rubrics, and //assertive discipline//, has slowly put up a wall between the teacher and student, impeding intellectual and social connection and mutual responsibility. Narter argues that this mechanistic approach can not be completely objective and may actually cause more harm then provide benefits.
 * Narter, David. "Teacher as Machine: The Cost of Objectivity." //English Journal// 94.4 (2005): 65-9. //Education Full Text//. Web. 7 Mar. 2011.**

 This article considers the use of the Assertive Discipline model within a school for students with emotional and behavioral difficulties. The study shows improved rates of positive behavior for students and a reduction in the number of disruptive behavior. This improvement can be attributed to the increase in teachers’ use of positive feedback and praise.
 * Swinson, Jeremy, Cording, Mike. "Assertive discipline in a school for pupils with emotional and behavioural difficulties." //British Journal of Special Education// 29.2 (2002): 72-5. //Academic Search Complete//. EBSCO. Web. 7 Mar. 2011.**