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Primary Teachings
1. 2. 3. 4. 5. In order for teachers to teach and students to learn, the rights and needs of all must be met. Teachers rights include a classroom free of disruption and support from administration and parents to establish this. Teachers must remember that their mission is to teach students and being in control of the classroom is key to accomplish this. Teachers must model the behavior that they want to see in their students. Teachers need to directly teach students appropriate behavior.
6.
7. 8.
9.
Good Discipline:
A Step-by-Step Approach
According to the Canters, good discipline is learned! Good discipline is the fruit of creating a classroom environment of mutual respect and trust.
How to begin?
1. Listen to students. Get to know them as individuals. Take an interest in them as people. This includes communication with their parents, guardians or caregivers. 2. Teach them how to behave. Teachers must model the behavior that they expect their students to exhibit. Establish clear routines and procedures in the classroom. Make sure that students understand what is expected. This may need to be reinforced and reevaluated often through positive repetition of rules and/or procedures.
Negative consequences should be used when students misbehave or interfere with the rights of others to learn. Students should be aware of consequences. (step 2)
A Step-by-Step Approach
4. The Plan should have: A discipline hierarchy that establishes clear consequences that get increasingly harsher if infractions of rules or directions are repeated. The only effective way to make this work is to keep track of student behavior. There are a variety of ways that this can be accomplished. Clearly post rules and consequences!
Difficult Students
According to the Canters, most students will respond well by using their techniques. However, there will be some who may not, for a variety of reasons. These difficult students need more attention and guidance.
Students may have special needs, such as extra attention, firmer limits, motivation.
The teacher should determine which need is the primary need and fill that need first.
Difficult Students
Some suggestions for working with difficult students: Write reminders to praise students with positive remarks that are genuine! Be aware of nondisruptivemisbehaviors, such as withdrawing, daydreaming, doodling etc. Use positive ways of redirecting such as eye contact, physical proximity or calling on students. Reactive confrontations may worsen relationships. The Canters suggest the following:
1. Stay calm
Assertive Discipline can be a basis on which to build a more comprehensive model of discipline, can raise and clarify teacher expectations for behavior.
McDaniel (1989)
Perhaps the most telling evidence of the strength of Assertive Discipline is its continued widespread popularity, which suggests that it provides educators skills that work well for their students and themselves.
Charles (2002)
we find no evidence that Assertive Discipline is an effective approach deserving schoolwide or districtwide adoption.
Render, Padilla, & Krank (1989)
The Canters continually modify their approach to ensure that it remains effective as social realities change. Earlier they focused on teachers being strong leaders in the classroom, while now they emphasized the building of trusting, helpful relationships between teachers and students.
Charles (2002)