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with their students for teaching appropriate classroom
behaviours using various methods in
order effective communication to set place.
Moreover, Canters stresses that teachers must learn to assert
themselves. Assertive
teachers clearly and firmly communicate to students and are
prepared to enforce their wordswith appropriate actions. They
attempt to get their own needs and still take into account the
capabilities of their students. (Lee Canter, 1976). Teachers
need to communicate the idea that
they care too much about themselves to allow students to take
advantage of them. They also
need to show students that they care too much about them to
allow their inappropriate
behaviour to go unnoticed. In short, assertive teachers let
students know that they mean what
they say and say what they mean.
Teachers, according to Canters, fall into one of three
categories regarding to their
response styles to misbehaviours of their students. These
response-style categories are
assertive, hostile and non-assertive. Non-assertive teacher is a
teacher who uses a passive
approach to the pupil. This kind of teacher failed to help the
students to meet the desired
behaviour expectations and inconsistent in dealing with student
behaviour. Sometimes non-
assertive teachers allows a behaviour occur in the classroom,
but at other times they scold
students who do that behaviour. They often use phrases such as
"Please behave or How
many times do teacher have to say, please be quiet. They seem
muddled, inconsistent, non-
assertive and in times pupils will no longer respect the
teachers of this type. Sometimes this
kind of teacher would be giving up and all of a sudden became
too fierce with pupils. Teachers
inconsistent action will cause the pupil to be confused with the
expectations and actions of
teachers.
Meanwhile, a hostile teacher address students in an abusive way.
He often loses his
temper and often treats students as the enemy. Hostile teachers
think in order to maintain and
manage the classroom, as teachers must demonstrate their power
to set the rules and do not
have to compromise with the students. They just give directions
and the pupils have to follow
the instructions without objection. Their facial expressions are
always serious and stern. These
teachers often use commands that are hard like 'Sit ', ' Silence
', ' Listen! ' . Such instructions do
not show the warmth and make students feel threatened and make
students lose interest in
learning.
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An assertive teacher protects the rights of both the teacher and
the student and often
build a relationship of mutual trust with the pupils and guide
their pupils how to behave in a
manner that promotes cooperation between teacher and pupils (8
Models, 2014). If some of
pupils are talking during the lesson, the teacher will respond
with assertive response. For
example, while continuing to lecture, the teacher moves over to
the chattering students and
says Alex and Ferguson, the rule in this class is that while one
person is talking the rest of the
class will remain quiet and listen. I want you to stop talking,
turn around and face front, and pay
attention to what I am teaching. Assertive teachers act in a
calm, confident and business-like
manner. They let their discipline plan do all of the work. The
response they desire is clearly
communicated. Besides, in assertive discipline model, the
teacher has to write out a discipline
plan, gives a copy to the principal for approval and sends it
home to parents asking feedback
and suggestions. The teacher also teaches the plan to the
students on the first day of the class.
All in all, Assertive discipline emphasizes punishing
unacceptable behaviours and
provides reinforcement for behaviours that are acceptable to
teachers. Discipline must be based
on a foundation of mutual trust and positive relationships with
students and earn their respect.
The main focus of Canters model is on assertively insisting on
proper behaviour from students,
with well organised procedures for following through when they
do not. The model provides a
very strong system of corrective discipline. This corrective
discipline would include tracking
misbehaviour. If students are not threatened by established
punishment, increase severity of the
punishment. Teachers must use both the monitoring system and
assertive language so thatstudents understand the seriousness of
the situation.
Bibliography8 Models. (2014, March 5). Retrieved from
http://8models.wikispaces.com/Assertive+Discipline+-
+Canter
Lee Canter, M. C. (1976).Assertive Discipline : A Take-Charge
Approach for Todays Educator.Canter and
Associates.
