CANTER AND CANTERCLASSROOM MANAGEMENT
By: Maria Elena BrionesAnd
Lindsay Geiger
Learning Objective Following the lesson, Power Point
presentation, our colleagues will be able to identify assertive classroom management practices by listing at least three examples of its use in the classroom.
Lee and Marlene Canter Met in 1968 while attending college Lee wanted to be a teacher, Marlene
wanted to be a social worker specializing in children
Married in 1970, both hoping to make a difference in children’s lives
Marlene had a student with very disruptive behavior, which led the assertive behavior idea
Key Concepts and Ideas Teachers should insist on responsible
behavior from all students Students need it Parents want it and community expects it
Teacher failure goes hand in hand with discipline, keep discipline firm
Teacher and Student BER
(Basic Educational Rights) Teachers have basic educational rights in the classroom:-establish a learning environment-request and expect appropriate and good behavior-the right to ask for help when needed
Students also have basic educational rights in the classroom:-have teachers who limit misbehavior-the right to choose how to behave while knowing/understanding the consequences
In order for this to work, teachers must communicate their expectations and follow up with consistent consequences for the misbehaviors.
Assertive TeachersDescribed by Lee Canter
Teach students how to behave Establish clear rules for the classroom Communicate the rules to students Teach the students how to follow them Use positive reinforcement Praise every student at least once a day Use firm and consistent negative
consequences for rule breakers (Only as a last resort)
Assertive Discipline Involves
Catching students being good Recognizing them when they behave appropriately Let them know you like their behavior Identify expectations clearly. Be willing to say "I like that" or "I don't like that". Be persistent in stating expectations and feelings. Use a firm tone of voice. Maintain eye contact. Use nonverbal gestures in support of verbal statements. Use hints, questions, and I-messages rather than demands or requests for
appropriate behavior. Follow-up with promises (reasonable consequences, previously established)
rather than with threats. Be assertive in confrontations with students; include the use of statements
of expectation, indicate consequences that will occur, and note why action is necessary.
Most important BE CONSISTENT
To become more assertive using discipline
Practice assertive response styles. Set clear limits and consequences. Use follow-up procedures that are consistent Make specific assertive discipline plans and
rehearse them mentally. Write things down; do not trust to memory. Practice the 'broken record' technique when
reinforcing expectations. Ask school principals and parents for support
in your efforts to help students.
Specific Strategies Recommended
Request appropriate behavior hints, I-messages, questions, demands
Deliver the verbal limit using tone of voice, eye contact, gestures,
physical touch Use the broken record technique
Have a Discipline Plan Allows you to be consistent No plan leads to inconsistencies Apply it fairly to all students Send plan home to parents
Discipline Plan Components
Maximum of five consequences for misbehavior (Warning, 10 min timeout, 15 min timeout, Call to parents, Principal’s office).
Teacher must be comfortable with consequences
Need to be in the best interest of the students
No psychological or physically harmful punishment should ever be used
Assertive not Negative It is not a negative program Can be misused by negative teacher If teachers can’t become more positive,
they shouldn’t be teaching
Positive Discipline Three-step cycle of behavior management to establish a
positive discipline system.
1) Teach specific behaviors.2) Use positive repetition as reinforcement when they follow
directions (“Jason went back to his seat and got right to work” not “Bobby, you didn’t go back to your seat.”)
3) Use negative consequences outlined in Discipline plan only after at least two positive behaviors have been reinforced.
Focusing on negative behavior teaches students that negative behavior gets attention, that the teacher is a negative person and that the classroom is a negative place. (canter, 1989)
Think Pair ShareAssertive Actions
Think Pair ShareAssertive Comments
Positive Consequence Examples
Personal attention from the teacher Positive notes to parents Special rewards (i.e. spelling certificates) Special privileges (lunch with the
teacher) Material rewards (stickers, erasers, pens,
etc.) Group rewards (marbles in a jar) Word on the board (Ice Cream) for whole
class ice cream party
ReferencesCanter, L. (1989). Assertive discipline: more than names on the board and marbles in a jar. The Phi Delta Kappan, 71(1), 57-61. doi: JSTOR. http://www.jstor.org/stable/20404058
Malmgren, K. (2005). Models of classroom management as applied to the secondary classroom. The Clearing House, 79(1), 36-39. doi: JSTOR.
http://www.jstor.org/stable/30182104
The canter model of discipline. (2012). Retrieved from http://www.teachermatters.com/classroom-discipline/models-of- discipline/the-canter-model.html