Definition Of The Assertive Discipline Model

One researcher who I have looked into is Bill Rogers (2002) whose main research is in the approaches of managing good behaviour within a school. Looking at the different methods to use within a classroom and strategies that are successful in management of the classroom. Rogers believes in the importance of knowing a child on a personal level in order to sufficiently control behaviour in a classroom, this importance is seen throughout his methods and theories. On my placement one main factor was to model good behaviour linking into teacher standard 8 – part two, modelling behaviour to pupils and staff showing an effective management for bad behaviour.

A consistent approach to behaviour helps pupils learn right from wrong and to appreciate that rules exist for the good of everyone.

The majority of children/young people do not present challenging behavior, and they attend a range of educational settings in environments which are conducive to learning appropriate behaviors. It is essential to ensure that behavior which does not meet school/setting’s expectations, is responded to through management strategies that do not rely upon any form of physical or abusive

When acting as a role model in class it is imperative that as a teaching assistant that you adhere to and promote the schools policies in regard to pupil behaviour. In being an effective role model it is essential that you promote positive pupil behaviour, which is in line with the school policies by using praise and encouragement, whilst encouraging pupils to take responsibility for

The behaviour policies of the setting support pupils to understand expectations and limits by providing clear rules & sanctions through their policies and systems. The school use positive behaviour management strategies to maintain high standards of behaviour .Each class is to use school Golden Rules. They are be phrased positively whenever possible and displayed throughout the . These rules are based on the Golden Rules (by Jenny Moseley) which are used to promote positive behaviour during the school day . The school has an agreed reward system for following the Golden Rules. They address and sanction unacceptable behaviour consistently, which either affects the safety, wellbeing or learning of themselves and other people at school. This varies from low level disruptive classroom behaviour to behaviour that endangers or intimidates other people . Low level negative behaviours are under the umbrella of the class behaviour tree. Behaviour that puts stakeholders at risk of harm (emotional, physical and educational) will be subject to a Red Card. At other times of the day for example, assembly, playtimes and lunchtimes, other systems are used. High standards of expected behaviour and nurtured pupils have responsibility for their own behaviour, home school learning agreement encourages this with pupils and parent also working in collaboration. Pupils understand expected behaviou, limits and boundaries and learn the consquences of their actions, behaviour and

Many teachers are faced with the difficult task of managing their student’s behavior. Even if we

These conditions lead to several roles in the classroom that can cause trouble like leaders, clowns, fall guys, and instigators. Redl and Wattenberg's contributions helped teachers work more effectively with students by pointing out humans behave differently in groups than individually. They also provided the first well-organized, systematic approach to improving behavior in the classroom. Redl and Wattenberg (1959) suggested that educators support students' self-control from the position that individuals can be responsible for controlling their own conduct. Much misbehavior results from a temporary lapse of an individual's control system, rather than from a desire to be disagreeable. To mold students' behavior, teachers can use the pleasure-pain principle, in which they deliberately provide experiences to produce a range of pleasant to unpleasant feelings. Redl and Wattenberg emphasize, however, that the pleasure-- pain principle does not mean that a teacher, in the heat of anger, should lash out at a student. Likewise, pain or punishment should not take the form of revenge (Redl & Wattenberg, 1959). Another theory is B.F. Skinner (1904-1990), where

While writing this text Joanne was attempting to prove the point of if a teacher is stern it might be for the greater good, as she increased her confidence while playing in the orchestra and became what she is today. Without the assistance of Mr. K I don't believe any of the students would have been taught discipline and dedication on their everyday activities in

Ronald Morrish notes that, “we have to teach students how to behave properly because many of them do not learn how to do so at home” (Charles, 2014, p. 72). This means as educators, it then becomes our duty to not only foster a supportive environment, but also teach students about self-control as well; which goes hand-in-hand with Morrish’s phase theory of “Managing Student Choice” (p. 81). Establishing authority is extremely important in this case, meaning that the teacher must be consistent with their disciplinary actions and use this opportunity to produce desirable results. For example, Chris and his teacher can review homework assignments together and go over questions that Chris might struggle

In a behaviourist classroom, learning depends on systematic reinforcement of correct behaviours. The students have a relatively passive role in the learning process, while the teacher is the transmitter of knowledge who assesses, corrects and reinforces pupil responses. Pollard (2014, p. 36) suggests that through this type of teaching, subject expertise can be transmitted in a coherent, ordered and logical way because there is a high degree of adult

                Another theory that clarifies my perspective is Canter’s Assertive Discipline. The focus of this theory is to show teachers how to establish a classroom climate in which needs are met by maintaining a calm, productive classroom environment. To achieve this goal the teacher must attend to students’ needs, establish understandable class rules for behavior, and establishing a climate of understanding and trust. I believe that when students and teachers respect one another the climate of the classroom is more pleasant than in classrooms where there is no respect from both the students and the teacher. Canter says that this type of relationship is developed through speaking respectfully to students, a true sense of fairness, and giving

Teachers select a philosophical model of classroom management and discipline. There are different theoretical models that are useful to teachers because they offer a basis for analysing, understanding, and managing student and teacher behaviour.

Harry Wong. He agrees that it is easier to maintain good classroom behavior than to

I consider and know that children are the future of our world; we have to know how to teach and educate them adequately so they could be prepared to lead future generations. I consider that each child has its own way of learning; there are multiple ways in which a person could be intelligent and capable of completing tasks. I want to be able to help children with everything they need. I want to motivate them to do and be the best in every task and area, everything that they dream and think about, to persuade their dreams and never give up no matter how hard they think it is or how difficult becomes trough the way. I don’t want to be the type of teacher that goes through the school year teaching what I have to and limit my capabilities to show them things and lessons useful for their lives, I want every child that goes to my classroom, leave it at the end of the year with instructions or lessons that make them better persons. Additionally, think that it’s important to have a good balance between discipline and kindness with students, it’s important to have a good relationship with the students because in that way is easier to communicate with them; if they have any problems or trouble learning a lesson or something in the content, if they have a good communication and relationship with you, it will be easier for them to tell you about what is causing them trouble. In some cases, when the educator is strong and teaches with hard discipline, the students tend to evade them and

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