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Ria LopezUnit IV
Chapter 3
Various Models of Establishing Discipline/Classroom Control.
The Canter Model of Assertive Discipline.
Objectives: At the end of the lesson we must learn the students.
1. Should be able to know the various modes establishing
classroom discipline.
2. Know the what important is canter’s mode of assertive
Discipline.
3. Value of Assertive discipline that practices and control.
References:
Marzano, Robert J. with Jana S. Manzano & Debra J. Peckering.
(2003). Classroom Management that works. Alexandria, VA.:
Association for Supervision and Curriculum Development.
Content:
In the spectrum of modes establishing discipline shown above, we begin with
teacher’s total control of students becoming less with increasing students’
participation until teachers’ control is no more as students are allowed to “let do”,
the literal meaning of the French word laissez faire. In the authoritarian setting,
the teacher has total control of discipline. Discipline is to believe to be the
exclusive responsibility of a teacher. He/she announces the rules that student are
expected to follow. In the laissez faire type of discipline, the students can do as
they please. There is no teacher control. In the assertive type of discipline,
discipline is both a responsibility of the teacher and the students. The students
participate in formulating rules for their own behavior and they are expected to
observe them. In the authoritarian mode of discipline, students have no say since
teacher have the total control.
Classification:
Assertive discipline involves the use of the following
behaviors. To be effective they must be used consistently:
Identify expectations clearly.
Be willing to say “I like that or I don’t like that”.
Be persistent in stating expectations and feelings.
Use affirm tone of voice.
Maintain eye contact.
Use nonverbal gestures in support of verbal statements.
Use hints, questions, and I-message rather than demands or requests for
appropriate behavior. I-message our statements about yourself and your
feelings “I felt let down, instead of you-messages like “you broke your
promises which start with an accusations which make the “you” defensive
and so the problem escalates.
Follow-up with promises reasonable consequence,
previously establish rather than with threats.
Be assertive in confrontations with student include the use of
statement of expectation, indicate consequence that will
occur, and note why actions is necessary. (Kelly 2006).
Assertive discipline is a structured, systematic approach design to
assist teachers in managing and organize, teacher in charge classroom
environment. The teacher is the captain of his/her classroom.
Following are some common practices.
1. Discipline is the students’ responsibility. If they misbehave, the teacher
accepts no excuses. They must be ready for the consequence.
2. Discipline is the teachers’ way of establishing a desirable student oriented
environment for learning. Teams of learner work and study together for a
common goal, task listening the occurrence of discipline problem.
3. Discipline is coupled with effective teaching strategies and techniques. A
well-plan learning activity will go on smoothly with less interruption cause
by misbehavior.
4. Discipline is achieve through the effects of group dynamics behavior.
Individual behavior affects the group likewise the group expectations win
the individual behavior. Classroom control is maintained.
5. Discipline is believe to be the exclusive responsibility of the teachers.
They have the right to insist on proper behavior. They announce the rules
that students expected to follow. Good behavior is rewarded and bad
behavior is dealt with accordingly.
Activities:
Do This
Show in a continuum the autocratic, democratic and laissez faire type of
classroom discipline.
The Canter Model Assertive Discipline
Find out if you practice assertive discipline. Rate yourself from a
scale of 1 to 5. To what extent does each statement apply to you?
1- Not at all
2- Seldom
3-Sometimes
4-Often
5-Always
1. I will not tolerate any student stopping me from teaching. 1 2 3 4 5
2. I will not tolerate any student preventing another 1 2 3 4 5
student from learning
3. I will not tolerate any student engaging in any behavior 1 2 3 4 5
that is not in the student’s best interest and the best interest of others.
4. Whenever a student chooses to behave appropriately, 1 2 3 4 5
I will immediately recognize and reinforce such behavior.
5. I am the “boss” in the classroom. 1 2 3 4 5
6. I have the skills and confidence necessary take 1 2 3 4 5
charge of my classroom.
7. I have the right to expect goods student behavior. 1 2 3 4 5
8. I have the right to expect support of my superior to 1 2 3 4 5
establish discipline in the classroom.
9. My students have the right to a favorable learning 1 2 3 4 5
environment.
10. I have the right to teach without being disrupted by students. 1 2 3 4 5
Interpretation – the closer you are to 50, the more assertive is your approach to
discipline is; the farther you are from 50 the less assertive your approach is.
Technological University of the Philippines
College of Industrial Education
PIE Department
Ayala Blvd.,l. Ermita, Manila
Various Models of Establishing Discipline/Classroom
Control.
The Canter Model of Assertive Discipline.
Ma. Teresa A. Lopez
BSIE-HE 3C
Prof. Raquel Baculo
