ASSERTIVE TACTICS

Presenters,

ALYA
Y ANISAH
DANN
 ASSERTIVE
TACTICS Overview

Canter Assertive Definition/

Discipline’s Model Description of the
Theory

Key Concepts

Types of Teachers

Strategies

Strength and
Weaknesses
Practicality of the
Theory in local
primary ESL
classroom
 Overview

WHY?
Introduced Most teachers are not able to
by Lee and effectively manage the undesirable
Marlene behaviours that occurred in the
Canter classrooms

HOW?
Developed a
CANTER’S discipline system,
ASSERTIVE which is Canter’s
Assertive
DISCIPLINE Discipline (CAD) –
to reduce
undesirable
WHAT? behaviours
Achieve optimal learning
environment
 Definition/
Description of the
Theory

In classroom management context,

this model called for teachers to
help students take charge of the
classroom in a firm and positive
manner.
( Canter & Canter , 2002 as cited in
Canter & Canter, 1992, p.xviii)

• Students are given

chance to create rules
 as long as it brings
BENEFITS to both parties

Reference: Charles, C., & Senter, G. (2005). Building Classroom

Discipline (8th ed.). California State: Pearson.
Key Concepts

A good discipline
C – Consistency
plan
Teacher’s trait-
A - Assertiveness firmness

N – Needs Teacher-pupils right

Positive
T- Take Charge environment
Teacher-pupils
E- Expectations relationship

R- Reward Consequences
Reference:
1-Exploring the Theories of Assertive Discipline. Retrieved 3 February 2016, from
http://lannimasz.com/creed/article1.pdf
2- Canter, L. (1989). Assertive Discipline: More than Names on the Board and Marbles in a
Jar. The Phi Delta Kappan, 71(1).
Types of Teachers

Types of
teacher

Non-
Assertive Hostile
assertive
teachers teachers
teachers

Reference:
Canter, L. (1989). Assertive Discipline: More than Names on
the Board and Marbles in a Jar. The Phi Delta
Kappan, 71(1).
Strategies

1-Set up classroom rules

1-Set up classroom rules
The rules:
The rules:
-Mutual agreement from
-Mutual
pupils andagreement
teacher from
pupils and
-Must be teacher
clear
-Must
-Simplebeand
clear
have at most 6
-Simple
rules and have at most 6
rules
-Put up on the wall
-Paste it on the wall

STRATEGIES 2-Acknowledge
students ‘ good
behavior
-Teacher acknowledges any
good behaviour so that it
can be maintained and
spread to nearby students.
 3- Use broken records
techniques

-teacher requests pupils to

stop doing any undesired
behaviour and keep asking
the same thing before
invoking consequences
4-Attend any acts of
STRATEGIES misbehaving
immediately
(corrective actions)

-Teacher immediately
respond to any
misbehave caused by
the pupils
-Do not ignore
 5-Rewards and
5-Rewards
punishmentand
punishment
according to the way
according
they behaveto the way
they behave
Reward them if they
Reward
behave them if they
in a good way
behave in a good way
6- Use non-verbal
cues and verbal
recognition
STRATEGIES
-firm look
7-Striking a balance -praise other pupils’
between structure good behavior
and caring

-show that you are

concern about your
pupils
-gain pupils trust
Strength and
Weaknesses

a Pr
o t e , in ese
ro m i ve
i s ten t st
• P por t
t Cons ru rve
sup easan m al ct s
tim io
pl sroo nt e n
s
cla ronme
nv i
e
STRENGTH
STRENGTH
S Help
s
relie
al w it h ve in
De ts Provide anno
e n y
stu d
e ly tactics that of ve ance
i t i v r
pos
e ach work well conf bal
an d t ront
l i t t le fo r ns atio
wi t h n.
u p t i o students
interr
an d
 WEAKNESSES
1-Focus on tracking
misbehaviour than helping
students to control their
behaviour.
2-Students may be
embarrassed which will
affect teacher –student
relationship (RAPPORT)

3-Threaten
environment

4-Students may be
angered by repeated
warnings which lead
to less coorperation.
Practicality of the
Theory in local
primary ESL
classroom

Practicality of
the Theory in
local primary
ESL
classroom
Situation 1

In Mr Danny class, Alya is a

quite docile. She socializes
little and likes to be alone. She
never disrupts the lesson but
despite Mr Danny’s efforts, she
will not do the homework given
by Mr Danny and rarely
complete her work.

How will Canter deal with

this kind of problem?
Suggested action:
Striking a balance between
structure and caring According to
Charles & Senter
(2005), Canters
HOW? says that if you
want your
-Redirecting non-disruptive students to
behaviours choose
appropriate
1-Mr Danny should communicate behaviour, you
his expectations to Alya. Mr have to show
your concern
Danny would talk to Alya calmly and show that
and quietly.Mr Danny would say you really care
about them.
that Alya’s behaviour is
inappropriate and he actually
cares about Alya and he will give
Alya chance to choose
Situation 2
Anisah is a good girl and she
participates in every lessons well
in Mr. Danny class. However,
Anisah cannot resist herself from
talking to her bestfriend, Alya.

How will Canters suggest Mr

Danny
to deal with Anisah?
 Suggested actions
1-Acknowledge desired behaviour

Acknowledge Anisah’s good behaviour everytime she

did well. (participate well in Mr Danny class) For
example, by praising her verbally.
‘’Very good, Anisah!’’, Well done!’’
This action is to ensure that Anisah maintains her
good behaviour.

2-Use broken records technique

Mr Danny requests Anisah to stop talking to Alya

and keep on repeating his request for three times
before invoking the consequences.
Giving chance to Anisah not to repeat the same
Situation 3
Mr Danny distributes task sheet
for each of his students and asks
them to answer the questions in
the task sheet. However, Alya is
off task. She does something else
instead of answering the sheet.
She looks out at the window
while drawing something.

How will Canter suggest

Mr. Danny to deal with
Alya?
Use non-verbal cues and verbal
recognition.
Mr Danny can make eye contact and
facial expression that show
disapproval of Alya’s action OR
Mr Danny can walk towards Alya and
stand beside her. OR
Mr Danny also can use verbal
recognition. For example,
‘’Alya is not doing her work, but
Anisah and Mariana are doing their
works. They have done a very good
job.’’
1- Charles, C., & Senter, G.
(2005). Building Classroom Discipline (8th
ed.). California State: Pearson.

2- Canter, L. (1989). Assertive Discipline:

More than Names on the Board and
Marbles in a Jar. The Phi Delta
Kappan, 71(1).

3-Tidwell, L. (2013). Lee and Marlene

Canter's Assertive Discipline. prezi.com.
Retrieved 3 February 2016, from
https://prezi.com/0qz9x_tadpc7/lee-and-mar
lene-canters-assertive-discipline/

4-Exploring the Theories of Assertive

Discipline. Retrieved 3 February 2016,
from
http://lannimasz.com/creed/article1.pdf