Lee and Marlene Canter

LEE AND MARLENE
CANTER
ASSERTIVE DISCIPLINE
HISTORY
 Lee worked several years in the social work
field, and then started to focus on teacher
training and school consultation as a career.
Marlene was teaching special education as
she pursued the study of child development
and special education techniques.
 During Marlene’s teaching experience, she
encountered a child whose behavior was so
disruptive that she needed to search for new
techniques that would help the child to reach
his full potential.
 Lee and Marlene began researching
disciplinary problems in the classroom, as
well as those methods used by successful
teachers to handle these problems.
 Thus Assertive Discipline came to the
forefront of their lives.
 The focus began with a behavior
management plan based on consistency,
clear expectations, follow-through, and the
development of positive relationships.
What is it?
 Assertive discipline is a
systematic and objective
way of ensuring a
teacher-controlled
classroom.
 Teachers are demanding
yet treat everyone fairly.
 Has a discipline plan that
clearly outlines
expectations as well as
positive and negative
consequences.
What is the theory behind it?
 No pupil should prevent a teacher from
being able to teach and a student from
being able to learn.
 Teachers should act assertively right away
in dealing with a behavior, as opposed to
passively dealing with the behavior later.
 The teacher entering the classroom needs
to be trained in behavior management in
order to have a successful school year.
 Teachers have the right to determine
what is best for their classroom and tailor
the program to fit their needs.
 Students actually want teachers to
control their behaviors.
 Society requires that its members act
appropriately in all situations.
 Teachers have the right to request and
get assistance from parents,
administrators, and society.
RESPONSE STYLES
 The Canters believe that a teacher’s
response style sets the tone of his or her
classroom. This response style impacts
students’ self-esteem and the students’
success in the classroom.
3 RESPONSE STYLES
 The 3 response styles, according to the
Canters, are as follows:
★ Nonassertive
★ Hostile
★ Assertive
NONASSERTIVE
 One in which the teacher is passive in
response to student behavior.
 Expectations are not clearly
communicated to the students.
 No solid leadership is provided.
 Inconsistent in response to student
behaviors.
 Students may be confused by this style.
HOSTILE
 Uses discipline to control students rather
than to empower them and teach them
how to behave in an appropriate manner.
 Views the classroom as him or her versus

the students.
Punishment approach
Shouting/threats
Sarcasm
ASSERTIVE
 The teacher identifies the expectations
clearly and follows through with
consistency.
 The teacher explains to the students what
behavior is unacceptable and acceptable.
 The consequences of various behaviors
are made clear to the students.
 An assertive teacher recognizes students’ needs
for consistent limits on behaviour, but at the same
time are mindful of students’ needs for warmth and
encouragement.
 A positive attitude is prevalent in an assertive

teacher’s classroom.
 Appropriate behavior is noticeable in assertive

teacher’s classroom.
Classroom Discipline Plan
 RULES
 POSITIVE
RECOGNITION
 CONSEQUENCES
RULES
 A clear set of rules for class behaviour.
 Students are expected to comply to the

rules.
 When they behave, they get positive

consequences or vice versa.
POSITIVE RECOGNITION
 When positive awards are provided, students feel more
welcomed in the classroom, increase a bond with the
teacher and are more likely to comply with expectations. e.g
praise, material rewards.
 Will motivate students to behave appropriately.
 Reduces problem behaviors.
 Helps to build relationships with students.
 Increases students’ self-esteem.

NEGATIVE CONSEQUENCES
 Something that will not be liked by the
students, but is never potentially harmful to
them.
 Consequences must be delivered to the

students as a choice.
 Consequences do not have to be severe or

harsh to be effective.
Application in the Classroom
 Praise appropriate behaviour more than
you apply negative consequences for
inappropriate behaviour.
 Firmly remind students to stop
inappropriate behaviour (do not ignore).
 Eye contact, the use of student names and
repetition are essential and very effective.
 Teachers should decide what is best for
their students.
 Encourage cooperation in the classroom (to
maintain a successful teaching
environment).
 Post clearly stated rules in the classroom.
 Build relationships and bonds with students
(based on trust).
 Listen carefully to students.
 Respect students and treat all of them fairly.
CONCLUSION
 Canter has been criticized for some of his
suggestions to monitor classroom behavior, such as
writing the misbehaving student’s name on the
board.
 Canter emphasizes that the key to an effective
assertive discipline program is to “catch” students
behaving appropriately by recognizing them and
supporting them when they are being good.
 Canter’s wish is to assist new teachers in their
classroom management so they continue to pursue
education as a lifelong passion and commitment.

Lee and Marlene Canter

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Lee and Marlene Canter

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What is Assertive Discipline and what are its main principles?

What are some positive and negative consequences used in Assertive Discipline?

LEE AND MARLENE

 Views the classroom as him or her versus

 A positive attitude is prevalent in an assertive

 Appropriate behavior is noticeable in assertive

 Students are expected to comply to the

 When they behave, they get positive

 Will motivate students to behave appropriately.

 Reduces problem behaviors.

 Helps to build relationships with students.

 Increases students’ self-esteem.

 Consequences must be delivered to the

 Consequences do not have to be severe or

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