THEORY OF ASSERTIVE TACTICS

BY LEE AND MARLENE CANTER

1. Met in
college and
married in 1970
2. Lee worked
as a teacher
training
3. Marlene was
teaching special
education
4. Both doing
research on
disciplinary problems
5. Introduced
the Assertive
Discipline
What is Assertive Tactics?
A classroom management model that highlights
consistency, rewards and consequences, and
positive relationship building.

A systematic way of ensuring a teacher-controlled classroom.
Has a discipline plan that clearly outlines expectations as well
as positive and negative consequences.
Emphasizes on the right of teachers and students

CLASSROOM DICIPLINE PLAN
Rules
Follow
-receive positive
recognition
Not follow
-consequences

Teacher sets
rules and
regulations
(the expected
behaviour).


Students must
follow strictly.
(participate )

Follow rules
-positive
recognition
Not follow
-face the
consequences


It creates the
rights

Ensure a
smooth
classroom
activities.
3 TYPES OF TEACHER
6 STEPS ON HOW TO APPLY THE
ASSERTIVE DICIPLINE
1. Create positive
teacher and
students
relationship
2. Establish clear
rules and
expectations
3. Monitor
students behaviour
by keeping some
record
4. Implement a system
of positive
consequences to
reinforce good
behaviour
5. Use appropriate
consequences to correct
misbehaviour
6. Establish strong
parental support for
your plan
STRENGHTS AND WEAKNESSES
-Provides a structured discipline
program.
-Allows the teacher to clarify
behaviour which are expected from
students.
- Students are clear about the teacher
expectation and the consequences of
breaking the rules.

-Too focused on eliminating unwanted
behavior rather than on helping
students learn to control their own
behavior.
- The teacher is definitely in control
and makes all the decisions.
-No guarantee that the rules written by
the teacher are healthy, rational, and
humanizing for the student.


PRACTICALITY IN MALAYSIAN
CLASSROOM
Assertive discipline is suitable for lower level.
Canter is a good starting place for beginning teachers (who
teach in a new environment)



Using assertive discipline, teacher can easily points out whats
wrong with them and try to make them understand what they
did was bad.
Being firmness to students let the teachers carry out the
lesson very well as well as setting the correct learning
environment





I agree that Canter is a good starting place for beginning teachers, with a little help from
Skinner I managed to settle students misbehaviour in peacefully using this approach
Myint Swe Khine (2005)
COMPARE AND
CONTRAST THE
THEORIES
ASPECTS DEMOCRATIC
TEACHING BY RUDOLF
DREIKURS
CONGRUENT
COMMUNICATION
BY HAIIM GINOTT
ASSERTIVE
DISCIPLINE BY LEE
AND MARLENE
CANTER
Key Concept School as a primary
setting for the
development of social
interest, with adult
helping pupils to
belong, feel valued,
develop positive worth
and not feel
discouraged.
The use of
communication
that is harmonious
with pupils
feelings about
situations and
themselves.
Reinforcement of
desired behavior
and students
acceptance of the
consequences of
their actions.
Teachers
Role
As a facilitator As a role-model Role model
facilitator
Approach Pupil-centered Pupil-centered Teacher-centered
ASPECTS DEMOCRATIC
TEACHING BY RUDOLF
DREIKURS
CONGRUENT
COMMUNICATION
ASSERTIVE
DISCIPLINE
Way to handle
students
misbehaviour
Indirectly
(Logical and Natural
consequences and
Encouragement)
Indirectly
(Use I message)
Directly
References Use of logical
consequences
(4mistaken goals)
Natural consequences
Sane message Has a classroom
discipline plan
Parents
Involvement
No No Yes
Application During During All the time.
(before, during
and after)
Practicality For upper level For lower level For lower level
ASPECTS DEMOCRATIC TEACHING CONGRUENT
COMMUNICATION
ASSERTIVE
DISCIPLINE
Suitability For normal classes Advanced classes

For
disruptive/difficult/
special need
students.
Effectiveness Promotes trust and
respect.
-form positive
behavior through
constructive
communication.
-The most widely
used discipline plan
in schools.
-Easy to use and is
generally effective.
Effect on
pupils
behaviour
Fun-learning
Promote leadership
Promote good
relationship,
enhance pupils
social skills.
-Students are clear
about the teacher
expectation and
the consequences
of breaking the
rules.
-Respect teachers
THE CHOSEN THEORY
(JUSTIFICATION)
THE REASONS OF CHOOSING
ASSERTIVE DICIPLINE
1. Worked well for teachers.




2. It eliminated 99% of any and all discipline problems.
3. Provides a structured discipline program.
4. Teacher gets to clarify behaviour which are expected from students.
5. Students are clear about the teacher expectation and the consequences
of breaking the rules.
6. Ensure a correct setting environment.
7. The students were more relaxed because the atmosphere was orderly
and calm.


Perhaps the most telling evidence of the strength of Assertive Discipline is its continued
widespread popularity, which suggests that it provides educators skills that work well for
their students and themselves.
Charles (2002)
8. Teachers have rights to make sure the classroom free of disruption and get
support from administration and parents.
9. Teachers must remember that their mission is to teach students and being
in control of the classroom is key to accomplish this.
10. Teachers need to directly teach students appropriate behavior.
11. Teachers need a discipline plan based on mutual respect and trust.
12. Teachers can be successful with all students, even difficult ones.

THE REASONS OF CHOOSING
ASSERTIVE DICIPLINE