Discipline Models Of The Assertive Discipline Model

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

Read over the negative behaviors listed below. Choose three of the behaviors and explain how you would go about changing that behavior into a more positive behavior. Use the steps of behavior modification that were discussed in the chapter.

This assignment will look at supporting positive behaviour. I will begin by looking at why consistency is important when dealing with behaviour and applying boundaries and rules. I will include some examples of these rules and boundaries in accordance with school policy and procedure

McKevitt, B. C., & Braaksma, A. D. (2008). Best practices in developing a positive behavior support system at the school level. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (5th ed., pp. 735–747). Bethesda, MD: National Association of School Psychologists.

Students all have their own personalities, which affects their actions within the classroom. Many times, a students’ behavior is caused by outside factors causing them to act out with disruptive behaviors and disciplinary issues. During these times, a teacher must have a behavior management approach to deter similar behaviors in the future. Many first time teachers are unable to handle dealing with the behaviors and leave their jobs making it all the more important to come up with an effective behavior management approach to curtail those worrisome behaviors before it gets to that point (Sugai, 2009). In an effort to thoroughly discuss an efficient behavior management approach, a common disciplinary problem within classroom and the foundation of the issue will be considered. A combination of approaches may be to needed to stop behavioral issues, such as providing motivation and establishing rules and procedures in a clear way will deter behavioral issues. Finally, an in-depth look at the steps needed in order to implement the approach into the classroom.

Remember, this is a strategy to help decrease negative behaviors by developing and fostering positive relationships. When you see an improvement in the student's behavior, indicate it on the form. If you don't see an improvement, you can extend the time with the student (continue past 10 days) until you see a change. Please remember to include some of your students who exhibit positive behavior in this process. Please don't tell the students what you are doing. Just try and keep it casual and school-appropriate. You may have to guide students if the conversation crosses over into inappropriate content. Make it a teachable moment, if possible, but redirect.

x. C) It is crucial to use positive techniques to model and reinforce appropriate behavior that the person can use in place of the unacceptable response that has to be suppressed.

As a teacher I plan to base my classroom management plan on Linda Albert's Cooperative Discipline. I will also incorporate aspects of Positive Discipline in my classroom management plan. I chose Cooperative Discipline as the foundation of my personal management plan because I agree with the model that Linda Albert has created. I believe that students should be able to start making their own decisions in middle school instead of constantly being put into a mold that some educators believe is necessary in order to teach. Rather than constantly disciplining my students instead I will use this style to manage them. I agree with this approach because research has shown us that middle school is where students really begin to find their sense of self.

Positive behavioral support is a widespread research based hands on approach to behavioral support that aims to generate ample change for students with challenging behavior. “It involves identifying the purpose of the challenging behavior, teaching appropriate alternative responses that serve the same purpose as the challenging behavior, consistently rewarding positive behaviors and minimizing the rewards for challenging behavior, and minimizing the physiological, environmental, and curricular elements that trigger challenging behavior Ruef, Higgins, Glaeser, & Patnode, 2009). Proven PBS strategies include modifying the classroom environment, increasing predictability and scheduling, increasing choice making, acclimating the syllabus and acknowledgment of positive behaviors.

The assertive discipline approach is when teachers have the right to require good behaviors in classrooms. At the beginning of the year

I’ve been in Positive Guidance class for about eighteen days now and I’ve got to say, I would never know how to take care of a child who has mistaken behaviors if it wasn’t for this class. There are an abundant number of ways to handle a child who is out of control. To make it easier, according to Not Just Cute with Amanda Morgan blog, positive guidance is based on the belief that any means of child guidance should focus on building up a child’s self-control rather than focusing on a behavioral outcome. I have always thought of it as positively handling a child who has behavior issues. We all have different definitions that we think of when it comes to positive guidance, as well as techniques on how to deal with the student. Since I’ve started this class, I have actually used many techniques while being at my lab site.

Our program’s philosophy on positive child guidance is to discipline instead of punishing children for accidents or mistakes they make. With the help of our committed staff, we can provide a positive atmosphere that will allow the children to feel loved and accepted to help build their self-esteem. Our program will offer the children with choices, but there will also be reasonable, and developmentally appropriate limits. The educators will model positive behaviours that will teach the children to problem solve and build self-control in a healthy, and safe way.

Assertive Discipline is about being firm with fair rules, when someone displays inappropriate behavior, there are negative consequences, and when someone displays positive behavior, there are positive consequences (Ellis, 1995, p.1). The rules and consequences are all created

The model encourages the person to think systematically about and experience or activity and allows the opportunity to recognise areas that can be improved upon or developed. The model takes the form of a cycle, which uses a six step approach covering a description, feelings, analysis, evaluation, conclusion and finally action plan. My choice of model, over Johns (2000) model for example, was due to its clear structured cycle which allows the opportunity to renter a stage in order to try and improve upon a situation. Where as Johns (2000) model, does not allow this opportunity although it is a useful model as a guide for analysis of a critical incident. Although, I will have to develop the model to ensure that I critically analyse in order for it be of a higher standard at this stage of the training.

This note will be used as the basis of monitoring and reviewing performance, and will remain valid for 6 months. If an employee’s unsatisfactory performance is sufficiently serious, it may be justifiable to move directly to a final written warning.