Canter Case Study

(1987) described this form of instruction as a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students. I have also used the strategy as reference for determining the strengths and weaknesses of my lesson. After conducting in class lesson and reviewing my video lesson multiple times, I was able to identify my strengths

The Assertive Discipline Model is a model that comes under the Management Theories. The two main theorises behind this model if discipline are Lee and Marlene Carter, the husband and wife duo have put thousands of hours research into helping perfect this model (Allen, 1996). They see the Assertive Discipline Model as being an approach that is direct and positive; it allows the teachers to teach and the students to be in an environment where they are able to lean to their best ability (Allen, 1996). The Carter’s model of Assertive Discipline relies on the teacher to punish unacceptable behaviour in a way in which will deter the child from repeating this behaviour again (Allen, 1996). A key point that Carter and Carter make in their model of Assertive Discipline is that the behaviour that is expected in the classroom is well known, there are warnings given to the students about their behaviour reminding them what is expected of them and then it is expected that the teacher following through with the consequence that adheres with the incorrect behaviour (Konza, Grainger & Bradshaw, 2001). Teachers using the Assertive Model will under no circumstances tolerate students that disrupt them the teacher, or other students from learning (Konza, Grainger & Bradshaw, 2001). The consequences for students that have misbehaved must be clear and concise so that the students themselves have a clear understanding of what the punishment is and what the behaviour is that

For example, the students experience administration’s intent to have flexibility in discipline and classroom management styles. However, this flexibility is seen as inconsistency in the discipline system among different classes, but also within one class itself. The students can easily see when teachers do not follow through with what they say they will do. Many students spoke of a first year teacher who was “too nice” so none of the student was “scared of him” and that they “need to be scared to behave.” This teacher would either call out students on actions they were not doing or write their name on the board with a stated consequence and not follow through. They don’t trust this teacher’s word and believe that “consequences are important.”

In Kohn’s book, Beyond Discipline: From Compliance to Community, the first chapter focuses on the different classroom management theories regarding students in the classroom. The chapter discusses how many of these theories are incorrect, and how educators need to look at them under a fine tooth come before implementing them in their own classrooms. Kohn finishes the chapter by discussing what teachers should think about regarding their students when implementing classroom management procedures.

Rather it be a movie on the pilgrims journey across the ocean or how water is evaporated, I feel that students learn a lot through video clips. An example of a video resource that I plan on using with my third graders is via the site www.neok12.com. This site is amazing and has videos broken down into age groups. My third graders are going to learn about the planets on this site with an amazing 13 minute video clip giving insite information about each planet and the order of them in our solar system. Before watching the clip, I will pass out a worksheet for the children to fill out answers to the questions they will only be able to answer if they pay attention to the video. After the video clip is over, I will get everyone’s papers turned in and then we will have a discussion. The students will then be assigned a project that will have them pick a planet in our solar system and create a visual project to present to the class the following week. Science is super fun and I feel that this video will assist my third graders in seeing how amazing our galaxy is. However, there are some downfalls when it comes to videos for children who have behavioral issues such as not being able to sit still, students with vision impairments, and also students with hearing impairments. For students with vision impairments I will move them to the front row seats so they have a better

Our objective this week was to observe classroom procedures. Miss. Williams expects her students to always stay on task even when she is not in the room. She anticipates that the students are quiet when they work independently and to not veer off onto another direction by talking to one another.

I will use a “1-2-3” finger rule; as students get of task and begin raising their voices, I will call out a number and lift the equivalent number of fingers based on the noise level. A three, three fingers, will indicate that the students are disruptive and mostly off-task. I will use proximity to indicate students that I am aware of the fact that they are off-task, and to get them to return to the original task. My thumb will go up as a praise to good behavior. Also, will use a hand waving signal to indicate students that they need to stop their disruptive behavior. I will avoid addressing disruptive behavior verbally to prevent singling out a student; however, if the behavior gets out of hand, a discussion about improving the behavior will follow. I will also apply the “clap once if you can hear me, clap twice if you can hear me” signal to return attention towards me, and to stop disruptive behavior.

Classroom management is a popular topic in education. Teachers are always looking for ways to improve their classroom environment, or new ways to deal with problem behaviors. For every person who has ever worked with children, there is an idea, a theory, as to how to best meet children’s needs. Early theorists provide the basis for many current behavior management ideas, and often include a combination of ideas. Theorists such as Abraham Maslow, Rudolf Dreikurs, William Glasser, and Stanley Coppersmith offer insight into the behavior and motivations of children that help teachers design strategies to prevent disruption and provide a positive learning environment for all students.

By the teacher, Mr. Bergmann says, “students can’t just watch the video and be done with it. He checks their notes and requires each student comes to class with a question (Tucker, 2013)”. For sure this was my “ahh”, factor, students

Theorist Fred Jones states “discipline is not punishment, it is teaching students how to behave appropriately in different situations” (Bandura, Margolis, & McCabe, 2006). Every child comes to school with different knowledge, upbringing, and experiences. Learning about the children in a classroom and their likes and dislikes can help a teacher engage the children to keep them focused on learning. I believe in the Jones positive discipline model which promotes improved teacher efficiency to avoid misbehavior in the classroom by highlighting student enthusiasm and positive rewards.

This general response hierarchy has three times remanding for students when they misbehave, which allows students have time to consider whether they want to violate and get punished. A key element of PTP approach is to avoid creating barriers behaviours such as yell or lecture students in class (Edwards & Watts, 2008; Ford, 2008). It’s a crucial step for the correction when misbehaviours happened.

In Class: Students without technology at home can view the movie as a group and complete a paper quiz and turn in for assessment.

In my attempt to avoid misbehavior in the classroom is let the students know verbally and in writing that disrespectful language will not be tolerated and the consequences if it happens on the first day of class. One of the consequences is punishment, such as no free time, visit the principal’s office, after school detention, in –school suspension and possibly suspension from the school. Because Susan said that she did not think it was disrespectful the language she used with me, I will remind her what was said verbally and in writing about the unacceptable behaviors the first day of class. Also, she will not be allowed to have free time with her friends on the same day of the incident. As Chapter 11 states, it’s important for teachers to keep firm when following through with consequences previously mentioned, (Ormrod,

Describe any routines or working structures of the class (e.g., group work roles, class discussion norms) that were operating in the learning task(s) seen on the video clip(s). If specific routines or working structures are new to the students, how did you prepare students for them? (TPE 10)

Lee Canter’s assertive discipline model is likely most often used in classrooms where the teacher operates under a legitimate authority base. While studies show that students learn best in classrooms where teachers display efferent or expert authority bases, I believe that there is some definite value in using a legitimate authority base when it comes to class discipline and management. The assertive discipline model encourages teachers to be proactive and anticipate that students will break the rules (Canter, ) Another main focus of Canter’s model is using assertive command, which means the teacher does not retreat to a nonassertive passive stance or to a hostile response when students misbehave, but rather repeats the rule to the student over and over before making a corrective action. I believe that using assertive command in the classroom allows students the chance to correct their actions and think