Jacob Kounin

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

Challenging inappropriate behaviour posed by children nowadays is one of the most daunting issued faced by teachers. Few matters affect teachers more directly and persistently than managing classroom behaviour (Jim Docking, 2000). Being able to manage a classroom I found is one of the most fundamental aspects in being able to teach today. Through this critique I will investigate the different studies relating to behaviour management within a classroom, looking pacifically at several behavioural issues within a classroom and where they stem from, as well as looking into studies based on the praise system and how it is used in schools. I want to look at fundamental theorists and give a brief insight into their studies through my own experience and research I have looked into.

Jacob Lawrence was born in Atlantic City, NJ in 1917. Lawrence died in June of 2000 in Seattle, WA. Born to Rosa Lee Lawrence (Mother), Jacob Lawrence (Father), and William Hale (Brother) Jacob Lawrence mother and father moved from the rural south to find a better life for them. After the separation on his parents Lawrence and his siblings had to live in foster homes and settlement house in Philadelphia until she could get enough money to send for them in New York. Jacob’s mother saved money and was able to send for her kids in New York in 1930. At the age of thirteen Jacob quickly discovered art as a means of expressing himself. Jacob Lawrence was married to Gwendolyn Knight.

She discusses the importance of respect between the teacher and student. Those who may not be familiar with a respectful relationship between an adult will learn it at school by the teacher providing acceptance and assistance to their needs. A teacher is not to provide passive displays of aggression to show that they are disappointed or frustrated. The best would be to pull a child to the side preferably when other children are not around to discuss how a respectful relationship would work. A teacher should form close relationships with those in his/her classroom. Making sure that children feel loved helps encourage them to learn.

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

Within the four books we found that between the interactions of three different teachers Junie B. was exposed to PEP styes of teaching, authoritative styles of teaching, authoritarian styles of teaching, and permissive styles of teaching.

HOW TEACHERS CAN AVOID CONTRIBUTING TO DISCIPLINE PROBLEMS IN SCHOOLS: COULD I BE PART OF THE PROBLEM? (2014). National Forum of Educational Administration & Supervision Journal (pp. 64-70). National Forum Journals

A classroom is a very dynamic and spontaneous place. Every classroom is comprised of a diverse combination of individuals who all contribute to the unpredictable nature and uniqueness of the class. The reality that no two students are alike and no two classes are ever alike, contributes greatly to the difficulty of establishing a realistic and effective classroom management plan. It is important that teachers realize that a classroom is an unpredictable place and that it is much more reasonable to strive to manage their classroom as opposed to trying to control it. I see my role as a managing teacher as

                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

Esquith feels discipline must be fair and logical and that every student is responsible for their learning. As you read the book, it is clear that his dedication guides the way he teaches his students. It is stated throughout the book, that if we can provide a safe environment and teach students to make choices based on respect, then teachers and students are bound to experience success in the classroom. Students will have a sense of morality and gain the ability to think for themselves. Esquith deems,

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.

Preventing misbehavior is widely preferable rather than dealing with it after it has occurred. A Preventive discipline plan involves steps taken in a classroom to avoid disciplinary problems. Potentially this discipline deals with the distractions in the classroom and how a classroom environment can be modified so it is more compatible with the learning needs of its children (Edwards, 2004). Preventive discipline plan refers to the strategies that can be implemented to inhibit inappropriate behaviors from occurring in the first place (T.L.Musy, Personal communication, October 10th, 2006). Kounin’s concepts of withitness and overlapping skills of a teacher help in preventing discipline problems (Evertson, Emmer, and Worsham,

Classroom management and classroom discipline share a correlation with one another yet; they are uniquely different issues and should remain a separate focus of the teacher. (Cantor, 2006) Behavior and misbehavior also share a connection but represent different degrees of infraction. (Charles, 2008) This essay focuses on the differences and similarities of these topics and their relation to the classroom.

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