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OF TODAY
and
ASSERTIVE DISCIPLINE
Mr. Melchor P. Pablico
Educ 105 Instructor
What academic
specialists and
authors say
Leone (2001)
The learners of today may be
equipped with the technological
gizmos and gadgets but they
are less motivated, they lack
concentration and they
definitely need help.
Canter (1992)
Being a teacher is a challenging
job especially in todays world.
One may find, like many teachers
today, that it is increasingly
difficult to establish a classroom
environment that is free from
disruptive behavior.
Usova (1999)
A teacher cannot concentrate
on helping children learn if
he/she is using much of his/her
time and energy struggling to
achieve order or worrying
about his/her failure to do so.
Canter (1992)
In spite of the difficulties that
you (teachers) face, you can
create and maintain the kind of
classroom in which you can
effectively teach,
and your pupils can learn and
grow academically and socially.
Objectives:
1. To present the characteristics
of the 21st Century learners in the
elementary grades;
2. To identify difficult behaviors in
the classroom;
3. To tackle the identified
contributing factors to pupils
misbehavior;
Objectives:
4. To discuss on the effectiveness of
the Assertive Discipline Approach in
managing the pupils of today; and
5. To instill the significance of a wellmanaged class with pupils who are
on-task and are fully motivated.
Characteristics of the
21st Century Learners
1. Skilled multi-taskers
Characteristics of the
21st Century Learners
3. Experiential
4. Very sociable and interactive
5. Have short attention span
Characteristics of the
21st Century Learners
6. Need immediate feedback
Some childrens
comments:
I could have nothing to do and Ill
find something in the internet.
Everyday after school, I go home
and download music its all I do!
On the Internet, you can play
games, you can check your mail,
you can talk to your friends, you
can buy things
Elementary pupils
today
Grandstandi
ng
Hostility
/
Resistan
ce
Shyness
Arguing
Griping
Talkativen
ess
Sharpshooti
ng
Side
Conversatio
ns
MISBEHAVIOOOR
RR!!!
MISBEHAVIOR
(Charles)
an intentional
behavior that is
considered
inappropriate
for the setting
or situation in
which it occurs
5 Categories:
Aggressi
on
Immorali
ty
Class
Disrupti
ons
Defiance
of
Authorit
y
Creating
Mistakes
Discipline (Charles)
what
teachers do to
help
students/pupils
behave
acceptably in
school.
Arguments on
Effective
Discipline
ASSERTIVE DISCIPLINE
PRACTICES OF TEACHERS
INTERVENTION!
Lee Canters
ASSERTIVE DISCIPLINE
MODEL
- United States
- 1970s
-continually been
developed through the
years
- product of research
Basic Question:
What did teachers who
had few discipline
problems do that other
teachers with more
problems did not do?
*
*
*
*
Calm
* Reacts easily
Unemotional
* Emotional
Lots of eye contact
* Inconsistent
Uses praise
* Pleads/begs
Key Ideas:
1. The teacher insists and expects
responsible behavior from the learners.
2. Adequate classroom behavior is
maintained.
3. Both teacher and learners have
rights.
Benefits of Assertive
Discipline
> Class time is used
productively;
> It prevents discipline
problems from occurring; and
> It provides supportive
control when a warning is all
that is required.
Rights of Teachers
To establish optimal learning
environments;
To request and express
appropriate behavior; and
To receive help from
administrators and parents as
needed.
Steps:
ASSERTIVE DISCIPLINE
Theory into Practice
Rules
Rules that will let students know what
behaviors are expected in the classroom at all
times
Limited number
Rules that are observable; Vague rules are
difficult to apply
Rules that apply to behavior only
Consider involving the pupils in choosing rules
Examples:
We follow the given directions.
We keep hands, feet, objects and
unkind words to ourselves.
We stay on task.
We use the appropriate noise level.
We only walk in the classroom.
Positive Recognition
Praise
Non-verbal
Verbal
Tangible rewards
Individual / behaviour certificates etc.
Class Wide Rewards
Special privileges
Positive notes home
CONSEQUENCES / SANCTIONS
Children deserve structure
Children deserve limits
must be something that children do
not like but never physically or
psychologically harmful
are a CHOICE
do not have to be severe to be
effective
easy for you to implement
must be appropriate for your pupils
Assertive
Discipline
Techniques
1. POSITIVE RECOGNITION
(after specifying clear activity directions)
Positive Statements
REDIRECTING NON-DISRUPTIVE
OFF-TASK BEHAVIOR
Differentiate between disruptive and nondisruptive behaviour
Non-verbal
The Look
Close proximity
Verbal
Use the pupils name
Proximity praise
If redirecting is not effective it may be
appropriate to provide a consequence.
IN IMPLEMENTING
CONSEQUENCES:
Use calm, assertive statements.
Be consistent provide a consequence
every-time a pupil chooses to disrupt.
Re-focus pupils who attempt to argue
with you.
Offer the consequence as a CHOICE.
Find the first opportunity to praise after
child has been disruptive.
Corrective Feedback
( What does it sound like?)
Karen the direction was to work quietly.
I need you to turn around and work quietly.
Karen turn around or you will choose to have a
Warning.
I understand what you are saying but the
direction is to work quietly.
The direction is to work quietly.
Karen you have chosen to lose 1 min of your
break.
Thats neat work Karen and now youre
working quietly and learning. Thank you.
Remember:
The art of teaching is the
ability of successful teachers
to blend academics and
behavior management
efforts
into a cohesive whole.
Positive Repetition
This technique will help encourage
pupils to follow the many directions you
give each day.
Heres how positive repetition works:
1. Give a direction.
2. Immediately look for at
least two pupils who are
following the direction.
3. Say the pupils names
and restate the direction as
they are following it.
Examples:
Direction:
Please bring out your paper
and pencil.
Positive Repetition:
Tony and Jane have their
papers and pencils ready.
Direction:
Please move into your
groups.
Positive Repetition:
Harold is now in his group
area. That was very fast!
Marj is in her place, too!
Consistent Praise
Keep these
guidelines in
mind:
A S S E RT I V
Note:
Although most of them do, remember
that not all 21st Century learners
respond well to praise given in front
of their peers. With these pupils, it is
best to deliver praise quietly after
class or spontaneously during a
transition.
A S S E RT I V
A S S E RT I V
Effective praise is
descriptive and specific.
When praising pupils, be specific.
That way, they will know exactly what
they did to deserve the praise and will
be more likely to repeat those
behavior.
A S S E RT I V
Examples:
Descriptive Praise
Vague Praise
A S S E RT I
Scanning
The scanning technique is useful
when you are working with a small
group of pupils, or an individual pupil,
and the rest of the class is working
independently. The objective of this
technique is to reinforce pupils who
are on task, thereby encouraging
them to remain on task.
A S S E RT I V
A S S E RT I V
A S S E RT I V
A S S E RT I V
A S S E RT I V
A S S E RT I V
A S S E RT I V
A S S E RT I V
A S S E RT I V
The Look:
Just giving a look that says Im
aware of and disapprove of your
behavior is an effective way of
redirecting non-disruptive off-task
behavior.
A S S E RT I V
Physical Proximity
Sometimes you dont even have to
say a word to redirect a pupil back on
task. Simply walk over and stand
close by the pupil. The pupil will
know why youve arrived at his/her
side and will respond.
A S S E RT I V
Heres an example of
physical proximity at work:
While reading a story to the class, the
teacher notices that Art has put his head
down on his desk and has tuned out.
Continuing to read, the teacher walks back
to Arts desk and stands near his desk
while she proceeds with the story. Art
notices her presence, lifts his head and
starts paying attention.
A S S E RT I
A S S E RT I V
Heres an example of a
teacher using this technique:
While at the board teaching a Math lesson,
the teacher notices that Allan is off task and
not paying attention. The teacher, in a matterof-fact manner, continues the lesson saying,
All right, for our next problem lets say that
Allan is planning to buy a balloon at P10.00
each, but he only has P9.00
As soon as Allans name is mentioned, he
looks up, tunes in, and immediately begins
paying attention.
A S S E RT I V
Proximity Praise
An effective way to redirect a nondisruptive off-task pupils back on
task is to focus on the appropriate
behavior of those pupils around him.
A S S E RT I V
Heres an example of a
teacher using proximity
praise:
A S S E RT I V
Moving In
Many times physical proximity is all
that is needed to help calm down a
pupil and stop the disruptive
behavior. Heres an effective
technique to use when a pupil is
being disruptive in class:
A S S E RT I V
A S S E RT I V
A S S E RT I V
stay calm;
avoid arguing with the pupil; and
recognize the pupils feelings.
A S S E RT I V
Refocusing an argumentative
conversation
When a pupil starts arguing with you,
you must stay in charge. Do not get
involved in an argument. Do not let
the student pull you into a pointless
exchange. Instead, stay in control,
refocus the conversation and help get
the pupil back on task.
A S S E RT I V
A S S E RT I V
A S S E RT I V
Heres an example of a
teacher using the refocusing
technique with a disruptive
pupil:
A S S E RT I V
Teacher :
Noel :
Teacher :
Noel :
Teacher :
Noel :
Teacher :
E RT I
CONCLUSION &
RECOMMENDATIONS
> Assertive Discipline is not a
cure-all.
> It is a starting point.
> It should be a part of the
teachers continuing
professional development
program.
CONCLUSION &
RECOMMENDATIONS
CONCLUSION &
RECOMMENDATIONS