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Canters Assertive Discipline Model

Proper classroom management, parents and school administrators must help to enforce rules It would help to show consistency

Good behaviour is encouraged and rewarded, and bad behaviour is punished, instead of ignored Every student is responsible for their own behaviour
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They should adapt themselves with classroom rules from the beginning so they will know what to do in the future it serves to prevent discipline problems from occurring
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In the class, the teacher is the primary model, facilitator , guru, and leader After all, we are doing it for the sake of our students learning process Teachers need to be charismatic and efficient we do not want students bullying the teacher
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Our students may come from different backgrounds, have mixed abilities, talents and personalities, especially in a Malaysian classroom We need to impose fairness and equal treatment to avoid discrimination, prejudice and bias

Coincides with Assertive Discipline Model principle With the implementation of portfolio system (KSSR) in primary schools, school organization and parents connects even better Parents will be able to keep track of their childrens holistic progress
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Assertive Disciplines emphasis is on providing only negative consequences when students misbehave
What Canter said From the beginning, Assertive Discipline has been based on a balance of positive reinforcement and negative consequences Positive recognition is not simply thanking students for good behavior, but rather an ongoing behavioral narrative provided by the teacher Praising good behaviour of a particular student helps to influence others
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Assertive Discipline is a rigid approach that provides a one-size fits all system
What Canter said Assertive Discipline is not a cure-all solution. It is a starting point or preventative plan used to ensure consistent system of reinforcement Without a plan teachers tend to be inconsistent and in the heat of the moment, often respond differently today then they might have the day before for the same rule infraction as well as differently to students from differing socioeconomic, ethnic, or racial background. Basic needs and causes of students misbehaviour are actually taken into consideration in Assertive Discipline Model concept and principles this is caused by summaries across literature which often overlook this important 10 point

Writing students names on the board and adding supplemental check marks as they continue to break rules, humiliates students
What Canter said Names and checks on the board are often attributed as essential elements to the model, but this is inaccurate and has been altered along the way I originally suggested this particular practice because I had seen teachers interrupt their lessons to make outlandish negative comments to misbehaving students It serve to allow the teacher to warn and keep teaching while recording and keeping track of the hierarchy of infractions by the students without continued interruptions to class instruction

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Although Canter has refined his theory over the years and as recently as 2010 released a 4th edition of Assertive Discipline: A Take-Charge Approach for Today's Educator, he contends that his theory is only the first step in developing a personal system of classroom management. "Teachers who are effective year after year take the basic Assertive Discipline competencies and mold them to their individual teaching styles. (Canter, "Assertive Discipline: More Than Names")
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http://leecanterassertivediscipline.wikispaces.com/Criticism+and+Defense http://8models.wikispaces.com/Assertive+Discipline+-+Canter http://miguelbengoa.com/elt/?p=56 http://lannimasz.com/creed/article1.pdf ELT Methodology: Principles and Practice (Nesamalar Chitravelu, et. al.)

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