Assertive Discipline

The teacher is responsible for establishing a community and for maintaining classroom control

The teacher is the difference between a chaotic or caring classroom

Effective classroom management includes: planning and implementing teaching strategies thoroughly , keeping students actively engaged in meaningful learning, and preventing disruptions through proactive management strategies.

When a teacher needs to react to misbehavior, careful thought should be applied to the situation to ensure that the self-esteem of the student is respected and to ensure that the consequences are realistic and appropriate

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Assertive discipline is a structured, systematic approach designed to assist educators in running an organized, teacher-in-charge classroom environment.  To no one's surprise, Lee and Marlene Canter, when consulting for school systems, found that many teachers were unable to manage the undesirable behavior that occurred in their classrooms.  The Cantors, rightfully so, attributed this finding to a lack of training in the area of behavior management.  Based on their investigation and the foundations of assertiveness training and applied behavior analysis, they developed a common sense, easy-to-learn approach to help teachers become the captains of their classrooms and positively influence their students' behavior.  Today, it is the most widely used "canned" (prepared/packaged) behavior management program in the world.  Assertive discipline has evolved since the mid 70's from a rather authoritarian approach to one that is now more democratic and cooperative.

    The Cantors believe that you, as the teacher, have the right to determine what is best for your students, and to expect compliance.  No pupil should prevent you from teaching, or keep another student from learning.  Student compliance is imperative in creating and maintaining an effective and efficient learning environment.  To accomplish this goal, teachers must react assertively, as opposed to aggressively or non assertively.

    Assertive teachers react confidently and quickly in situations that require the management of student behavior.  They are supported by a few clearly stated classroom rules that have been explained, practiced, and enforced consistently.  They give firm, clear, concise directions to students who are in need of outside guidance to help them behave appropriately.  Students who comply are reinforced, whereas those who disobey rules and directions receive negative consequences.

Assertive teachers believe that a firm, teacher-in-charge classroom is in the best interests of students.  They believe that the students wish to have the personal and psychological safety experienced when their teacher is highly competent in directing behavior.  The Canters state that society demands appropriate behavior if one is to be accepted and successful.  Therefore, no one benefits when a student is allowed to misbehave.  The Canters say that teachers show their concern for today's youth when they demand and promote appropriate classroom behavior. Additionally, educators have the right to request and expect assistance from parents and administrators in their efforts.   Assertive discipline provides strategies for gaining this support. For example, to gain the support of administration, write your rules, positive consequences, and a list of penalties. The list of negative consequences moves from official warning/cease-and-desist order, to removal from the classroom. In between are sequentially more punitive outcomes for failure to comply with the teacher direction. 

Elements of Assertive Discipline

The Assertive Discipline model recognizes a three step process for promoting positive and appropriate student behavior:

1. Create and teach a discipline plan with 4-5 rules and specific consequences: The teacher must first identify rules and expectations, and present them to the students, ensuring that they are understood.

2. Use positive repetition to reinforce the rules: The teacher should focus on reinforcing positive behaviors rather than punishing the negative ones. Examples of positive reinforcement would be to provide verbal praise, rewards, priveledges, games or prizes.

3. Assertively address negative behavior: Negative behavior should be addressed quickly, assertively, and consistently. Punishment should never be psychologically or physically harmful to the student. (Baron, 1992)

The Canters also suggest a five-step "discipline hierarchy" of escalating consequences when rules are broken:

First Infraction: Warning

Second: Student is given a ten-minute time out.

Third: Student is given a fifteen-minute time out.

Fourth: Student's parents are called.

Fifth: Student is sent to the principal's office.

To address serious rule infractions (e.g., fighting), the Canters recommend including a "severity clause" in the classroom discipline plan. The severity clause would allow the teacher to send the student directly to the principal's office. (Wolfgang, 2009).

Marlene Canter [here]