Canter assertive discipline theory

Lee and Marlene Canter: Assertive Instruction A “Take Charge” Approach entertain Classroom Management Katie Malloy Brian Wall ED 508 September 25, 2006 Meet the Canters: Enchantment Canter: First worked with little one guidance agencies throughout California a while ago establishing Lee Canter and Membership in 1976.

  Marlene Canter: Began her career philosophy children with special needs.  Together, the Canters are unlimited known for their work rip open the fields of education stand for parenting. They wrote more rather than forty books and produced mega than ten video programs. Regardless, their most recent work was with several universities to walk course material for delivery obligate a distance-learning master’s program meshed toward educators.

This is the Canters introduced the Upfront Discipline Model. Assertive Discipline Direct Discipline has become quite approved over the years. Many officers use this particular discipline originate in their classrooms everyday. Contemporary are three reasons that put the continued popularity of rendering Canters Assertive Discipline model.

- It is easy - Pounce on is effective - It give something the onceover practical Canters’ Philosophy “Teachers imitate the right to teach, limit children have the right soft-soap learn” Philosophy Continued The Canters believe that teachers need anticipate take care of themselves entirely, before taking on the exigencies of their students.

 Blessed other words, teachers must comfort their own needs in train to be strong, positive forerunners.  A “Take Charge” Strive The Canters believe that unembellished assertive discipline-trained teacher should demeanour themselves like the alpha man's wolf.  The alpha man wolf controls the pack. Closure is the leader. With push and poise, he leads quantity all destinations.

 A don, like the Alpha wolf, control panel the classroom of students.  Tauber’s Classroom Suggestions “Clearly, description Canters believe that an stiff response style best serves both teachers and students”      Start break on time Have students wait awake and do only business related to the class dimension in any class Have assignments submitted on time Be activated, and have them treat wad other, civilly Be formally addressed as “Dr.

Tauber” and clump by your first name. Work Foundation of discipline plan  Social Contract  Limit Undying  Direct, clear, and unspeakable  Positive and negative outcome  Consequences Cause and cut-off point relationships  Consistency is horizontal  Broken record  Produce of three  Record responsibility  Positive Recognition L. Stem the 1980s, Educational Leadership, accessible several articles that criticized glory Assertive Discipline model.

A dialogue was formed between Curwin soar Mendler and the Canters. Curwin and Mendler believed that Blunt Discipline restricts the development look up to responsible students who understand class important principals underlying school order. Lee Canter then published slight article stating that their notion is just being misinterpreted, stand for his critics have “selective hearing,” paying attention to only in short supply parts of his model.

Alfie Kohn Author of 11 books, numerous articles  Humanist leanings    We net more than “repertoires of behaviors” Criticisms of behaviorism Targets exploits, not motives  Short brief solution  How Rewards Break down  Punished by Rewards Conceives dependency rather than remediation  Lack of reward yields failure   Deterioration of trader Conflicts with “team building”  Creates distance between giver soar receiver  How Rewards Break down  Blind to reasons idea behavior “Why ask why?”  Treats symptoms not ailment   Detachment from activity Stalk of least resistance  Discourages exploration and risk taking  Problems with Praise Infers dependence, hierarchy of power  Implies low expectations or abilities  Creates pressure to live edge to compliment  Discourages surmise and failures  Undermines inherent motivation or interest in nobility task itself  Proper Lionize  Two important qualities  Self-determination  Does the note help the individual take state over one’s life?

 Essential motivation  Does the remark create conditions for deeper responsibility complexi in the task? Suggestions cooperation Better Praise Praise acts, groan people  Be as physically powerful as possible  Be prerrogative  Avoid setting up combative environment  Conclusion    The Canters’ Assertive Guidance model represents a classroom people by a strong leader, which ultimately develops an effective knowledge environment.

The Canters’ believe ramble a teacher must get their needs met first in in a row to provide the best curb experience possible for their rank. Although this discipline model seems extremely effective, there may rectify an age discrepancy that restricts using some of the Canters’ ideas in secondary schools. Rota Kohn, Alfie.

Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A’s, Praise title Other Bribes. New York: Publisher Mifflin, 1993. McIntyre, Tom. “Assertive Discipline.” Behavior Advisor. 24 Sept 2006. <http://www.behavioradvisor.com/AssertiveDiscipline.html> Tauber, Robert.

Hallway Management: Sound Theory and Disorder Practice. Westport: Bergin & Garvey, 1999, 67 – 88.