TSL 3093

Managing The Primary ESL Classroom

Theories of Assertive Tactics
(Lee Canter & Marlene Canter)
 Todays Motion
Assertive Tactics by Canters is the best
theory to apply in the classroom
management!
Our stand
We strongly believe with the motion
ASSERTIVE TACTICS BY CANTERS IS
THE BEST THEORY TO APPLY IN THE
CLASSROOM MANAGEMENT
Presentation Focus

1 2 3 4 5
Definition Key Preconceived Teachers Students
of Assertive Principles Ideas in Response and
Discipline of Implementing Styles Teachers
Assertive Assertive Right
Discipline Discipline
Presentation Focus

6 7 8 9
Application Strengths The Practicality Is Assertive
of Assertive and of Assertive Tactics
Discipline Weaknesses Tactics in Local Appealing?
of Assertive ESL Classroom
Tactics
Founder of Assertive Tactics

Lee Canter & Marlene Canter

What is Assertive
Discipline?
 Systematic & objective
way of ensuring a well
managed & organized
classroom.

Clearly outline
expectations as A teacher-in-
well as positive Assertive charge
and negative Discipline classroom.
consequences.
Teachers are
Uses a demanding yet
discipline plan. treat everyone
fairly.

Canter, L and Canter, M. (1976)

 Key Principles of
Assertive Discipline
C lassroom control

A ssertive rules

S tudents have basic rights as learners

T eachers have basic rights as educators

E xpectations and consequences are clear

R esponsible behaviour
Preconceived Ideas in
Implementing
Assertive Discipline
 Punishment will
Students are
discourage
going to
students from
misbehave
misbehaving

Preconceived
Ideas
Teachers will
teach without
Students will
interruptions
comply with
from
the stated
misbehaved
rules
students
Teachers Response Styles
Assertive Teacher
Non-assertive Teacher
Hostile Teacher
Assertive
Teacher
 Assertive teacher

What is meant by assertive Implication to classroom

teacher? management

Bear the right and responsibility Classroom management plan

to provide students with the best
learning environment possible. 3 purposes
(Lefrancois, 1999)
Ease students management
Other characteristics:
Increases the likelihood of parental
They clearly state what they expect. and administrative support
Their voice is calm, firm and confident
Protect students right
They are not sidetracked by accusations.
 What are classroom discipline plan?
The rules the Positive The consequences for not
students must recognition they following the rules
follow will receive for
following the
rules Not physically or
Clear psychologically
harmful
Observable Notes sent
home Varying according to
age level
Phone calls
Do not have to be very
Special severe to be effective
privileges
Non-assertive
Teacher
 Non-assertive teacher
What is meant by
non-assertive teacher?

The teacher may

Instead of telling the students ignore the behaviour
directly what to do, passive that should be given
teachers tell, or often ask, the attention to.
students to try or to think about
the appropiate action. (Wollfolk,
2010)
Result

The teacher might also comment on Example Why are you doing that?
the problem behaviour with stating Dont you know the
the right thing to do rules?
Hostile
Teacher
 Hostile teacher
What is meant by
hostile teacher? Teachers also may
threaten students
Teachers may make you
angrily but the threats
statements that
may not being applied
condemn the students
because they are too
without stating clearly
vague.
what the students
should be doing.
(Edwards, 2007) Result

Example The students persist in

misbehaving.
You never listen!
You are acting like a
baby!
Students and Teachers
Right
Students
right
To have a teacher who is in position and will help them
limit their inappropriate, self-disruptive behaviour.

To have a teacher who is in position to and will provide

positive support for appropriate behaviour.

To choose how to behave and know the

consequences that will follow.
Teachers
right
To establish a classroom structure and routine
that provides the optimal learning environment

To determine and request appropriate behaviour

from the students which meet your needs and
encourage the positive social and educational
development of the child.

To ask help from the parents, the principal,etc.

When you need assistance with the child.
How to Apply Assertive
Discipline?
 The flow to apply Assertive Discipline in class

Clearly Take positions. Use firm tone of voice

identify the (I like that or I accompanied by
expectations dont like that) appropriate body gestures
and set limits

Say NO Give
without compliments
guilt appropriately
Follow through
Establish positive
regularly &
expectations and Indicate consequences
persist when
eliminate negative for positive or negative
students
expectations among behaviour
misbehaved
students
Set simple & straightforward Get students & parents
class rules agreement (using contract)
Strengths and Weaknesses
of Assertive Tactics
Strengths

A structured discipline programme is provided for

successful mainstreaming in a classroom.

Classroom control is maintained and teacher may deliver

lesson with ease.

Insistence on the rights and responsibilities of both

teachers and students

Involvement of parents and administrators in the discipline

process
Weaknesses

Teacher-centered

Does not take into consideration individual needs and

differences

Fails to deal with the underlying causes of discipline problems

(emotional illness, divorce, poverty, discrimination in class)

Creates a demeaning and un-nurturing environment for students

and teachers
 The Practicality of
Assertive Tactics in Local
ESL Classroom
 The application of assertive
discipline may be practical in a
short term whereby:

Control Get
Teachers may use students students
is/her attention
assertiveness as a
tool/way to:
Stop unwanted
misbehaviour that
occur during the
class
Khon, A (2007)
Azizah A, R. et al. (2010)

Parents Language
awareness proficiency
Students in
Malaysia differ
from one another
in terms of: Multiple Socioeconomic
Intelligences background
 Therefore, in a LONGER
TERM, assertive discipline lacks
in practicality as: Neglecting
May students
humiliate feeling/personal
students problems/
disabilities

Uses
reward/punishment
that do little to
childrens
development of pro
social skills
Khon, A (2007)
Is Assertive Tactics
appealing?
YES, it is appealing

As trainee teachers practicum manage the class

systematically as we barely know the students personally.

Achievable rules are set to allow teacher to control the

students behaviour.

Rewards/Positive recognitions given can motivate the

students.

Punishment given to the students will discipline the students

within the lesson.
However, with certain adaptation:

Simple and straightforward rules can be set based on

both the teacher as well as the students agreement.

Consequences of failing to abide the rules should lead to

communicative consultation (What should we do to avoid
the problem?) rather than direct questioning (Why are
you doing that? I dont like that.)
Recognitions as well as rewards are given based on
students effort without judging the end product.

Instead of direct punishment, the teacher may come with

an agreement with the particular student of a more
suitable punishment that touches the students heart.
(promise not to repeat the mistake).
Instead of using I , the teacher may use
we to instill democratic classroom community
requirement of 21st century learning.
(Charles, 2002).
Conclusion
 Theories of Assertive Tactics

1 2 3
Systematic way Rules are stated Teachers may be
that allows clearly with demanding but
teachers to expected every students are
manage the behaviour and treated fairly.
classroom consequences.
effectively.
 Theories of Assertive Tactics

4 5
Assertive Tactics can be Overall, Assertive Tactics is
further improved by taking an effective disciplinary
into consideration of theory that exercises the
students needs. importance of protecting
teacher & students rights.
Video Timeout!
References &
Bibliograpy
Charles, C.M. (2002). Building classroom management, 6th edition. New
York: Pearson

Charles, C.M. (2005). Building classroom discipline, 8th edition. New

York: Pearson

Edwards, C. H. (2007, August). Classroom Discipline and Management, 5th

Edition. New York: John Wiley & Sons, Inc.

Gene Van Tassell. (2005, March). Classroom Management. Online Journal

of the International Child and Youth Care Network (CYC-Net),
(74). Retrieved from: http://www.cyc-net.org/cyc-online/cycol-
0305-classroom.html
Kizlik, B.(2015, January 3). Assertive Discipline Information. Retrieved
from adprima.com: http://www.adprima.com/assertive.htm

Lefrancois, G. (1999). Psychology for Teaching . Thomson Learning.

McIntyre, T. (n.d.). Assertive Discipline. Retrieved from Child Discipline

in the classroom:
http://www.behavioradvisor.com/AssertiveDiscipline.html

Ponsel, A. (2010). Lee Canter-Assertive Discipline. Retrieved from

weebly.com: http://leecanter.weebly.com/the-assertive-
teacher.html
Smethrust, E. (2012, December 1). How effective and how ethical is
Assertive Discipline? Retrieved from learningteacher.weebly.com:
http://learningteacher.weebly.com/3/post/2012/01/how-ethical-
and-how-effective-is-assertive-discipline.html

Wolfgang. (2005). Assertive Discipline Theory. Retrieved from

assertive-discipline-project: http://assertive-discipline-
project.spaces.com/Assertive+Discipline+Theory

Woolfolk, A. (2010). Educational Psychology . Pearson Education

International.
THE END