Assertive Discipline (Canter)

The Canter Model of Assertive Discipline

Assertiveness and insistence are at the focus of Canter's model. If, at first, these do elicit the desired behavior from students, well organized follow up procedures are brought into play. This model provides a very powerful system of corrective discipline.

Canter's Key Ideas.

Key ideas forming the core of assertive discipline are presented below. These provide a summary of the assertive discipline model.

1. Teachers should insist on decent, responsible behavior from their students. Students need this type of behavior, parents want it, the community at large expects it and the educational process is ineffective without it.
2. Teacher failure, for all practical purposes, is synonymous with failure to maintain adequate classroom discipline.
3. Many teachers labor under false assumptions about discipline, believing that firm control is stifling and inhumane. On the contrary, firm control, maintained correctly, is humane and liberating.
4. Teachers have basic educational rights in their classrooms including:
   
   
   • The right to establish optimal learning environments.
   • The right to request and expect appropriate behavior
   • The right to receive help from administrators and parents when it is needed.
5. Students have basic rights in the classroom too, including:
   
   
   • The right to have teachers who help limit inappropriate, self-destructive behavior
   • The right to choose how to behave, with a full understanding of the consequences that will follow automatically from their choices.
6. The needs, rights and conditions outlined above, are best met through the use of assertive discipline. The teacher communicates clearly his/her expectations to students and follows up with appropriate and consistent actions which do not violate the best interests of the students.
7. Assertive discipline involves the use of the following behaviours. To be effective they must be used consistently:
   
   
   • Identify expectations clearly.
   • Be willing to say "I like that" or "I don't like that".
   • Be persistent in stating expectations and feelings.
   • Use a firm tone of voice.
   • Maintain eye contact.
   • Use non-verbal gestures in support of verbal statements.
   • Use hints, questions, and I-messages rather than demands or requests for appropriate behavior.
   • Follow-up with promises (reasonable consequences, previously established) rather than with threats.
   • Be assertive in confrontations with students; include the use of statements of expectation, indicate consequences that will occur, and note why action is necessary.
8. To become more assertive when using discipline, teachers should do the following:
   
   
   • Practice assertive response styles.
   • Set clear limits and consequences.
   • Use follow-up procedures that are consistent
   • Make specific assertive discipline plans and rehearse them mentally.
   • Write things down; do not trust to memory.
   • Practice the 'broken record' technique when reinforcing expectations.
   • Ask school principals and parents for support in your efforts to help students.

The Need for Assertive Discipline.

The subject of discipline is a matter of continuing and great concern in schools. Parents and community members see the need for the exercise of appropriate and effective discipline in schools as perhaps the major topic in need of urgent attention by school administrators. This is possibly the result of a general decline in society's respect for authority and parents' requirement that their children behave in an acceptable way in school. According to Canter, schools and teachers deserve part of the blame because of mistaken ideas about discipline have led educators to be hesitant in controlling behavior.

Mistaken Ideas about Discipline.

Mistaken ideas about discipline widely held by educators include:

• Good teachers can handle discipline problems on their own without any help.
• Firm discipline causes psychological trauma to students.
• Discipline problems disappear when students are given activities that meet their needs.
• Misbehavior results from deep-seated causes that are beyond the influence of the teacher.

Correct Ideas about Discipline.

These mistaken ideas about discipline must be replaced, according to Cantor, by the following, if favourable conditions are to be effectively maintained:

• Discipline is necessary for psychological security.
• Discipline is necessary to prevent us from carrying out actions which would leave us with subsequent feelings of shame.
• Discipline is necessary as a liberating influence that allows us to build up and expand our best traits and abilities.
• Discipline is necessary to maintain an effective and efficient learning environment.

The Basis of Assertive Discipline.

Canter maintains that an assertive teacher is one who clearly and firmly communicates needs and requirements to students, follows the expression of these needs and requirements with appropriate actions and responds to students in ways that maximize compliance. However he or she at no time or in any way, violates the best interests of the students.

A climate of care and support develops from what Canter calls "basic teacher rights" in working with students. These "basic teacher rights" include:

• The right to establish an optimal learning environment for students, consistent with the teacher's strengths and limitations.
• The right to expect and experience behavior from students that ,while contributing to the the students' optimal growth, also meets the special needs of the teacher.
• The right to ask and receive help and backing from administrators and parents. When these basic rights of teachers are met, they are then in a position to provide a climate of positive support and care for the students. However for this potential to be realized an additional factor is required; this additional need is training in the use of assertive discipline techniques.

Canter is emphatic that teachers can incorporate with ease the basics of assertive discipline into their own teaching styles . He implies the following series of steps will lead to implementation of his ideas:

Five steps to Assertive Discipline.

Step 1. Recognizing and Removing Roadblocks to Assertive Discipline.

Canter believes that all teachers are capable of being assertive when the need arises. However there are many "roadblocks" that teachers have to overcome, especially when expressing their behavioural requirements and gaining compliance from students.

The use of assertive discipline begins with the recognition and removal of these roadblocks. The majority of these roadblocks involve the teachers' negative expectations of student behaviour. In short, teachers expect students to behave badly. We believe that such factors as their health, home, personality, or environment, mitigate against students from behaving well at school. This pessimistic expectation must be recognized as false andmust replaced with more optimistic expectations.

Secondly, teachers must recognize the simple fact that they can influence the behavior of all students under their direction in favourable ways; no matter what the initial problems may be. Recognition of this fact helps remove the roadblocks associated with negative expectations.

Teachers are advised to focus on the following realities:

• All students need limits and teachers have the right to expect and set them. Teachers who fear students will not like them if they set and stick to limits have not paid attention to basic human psychology. We admire and respect teachers who hold high expectations and high standards. We seldom respect teachers if they take a laissez-faire approach to teaching.
• Teachers have the right to ask for and receive help from principals, parents, and other school personnel. Teachers who have such support will not be intimidated when students are defiant or hostile.
• All students cannot be treated exactly the same way. It has been ingrained in teachers that standards and consequences must be applied equally to all students. This is true up to a point. However different students, like people in general, respond differently within a given situation. They realize that sometimes their peers need special help and they are usually accepting and understanding when a special incentives or behavior modification program is used with certain students.

Step 2. Practicing the use of assertive response styles.

Canter differentiates three styles of response that characterize teachers' interactions with misbehaving students:

1. The Non-assertive Response.

The non-assertive response style is typical of teachers who have given in to students or who feel it is wrong to place strong demands on student behavior. Teachers using this non-assertive style are passive. They either do not establish clear standards or else they fail to back up their standards with appropriate actions. They hope their good natures will gain student compliance. They are not firm or insistent and they end up resignedly accepting whatever the students decide to do.

2. The Hostile Response.

The hostile response style is used by teachers who feel that they are barely hanging on to class control. They use aversive techniques such as sarcasm and threats. They often shout and believe they must rule with an iron fist or else they will be overwhelmed with chaos. Hostile responses produce several bad side effects - they hurt students' feelings; they provoke disrespect and a desire to get even; they fail to meet students' needs for warmth and security; and they violate two basic student rights: the right to positive limits on self-destructive behavior and the right to choose their own behavior, with full knowledge of the consequences that will follow.

3. The Assertive Response.

The assertive response style, which should be practiced until it becomes natural in dealing with students, protects the rights of both teacher and student. With this style, teachers make their expectations clearly known to students. In a business-like way they continually insist that students comply with these expectations. They reinforce their words with actions. When students choose to comply with teacher guidance they receive positive benefits. When they choose to behave in unacceptable ways the teacher follows up with consequences that reasonably punish misbehavior.

Examples of nonassertive, hostile and assertive responses:

Example 1: fighting.

• A Non-assertive Response: 'Please try your very best to stop fighting.'
• A Hostile Response: 'You are acting like disgusting savages!'
• An Assertive Response: 'We do not fight. Sit down until you cool off.'

Example 2: talking out of turn.

• A Nonassertive Response: 'You are talking again without raising your hand.'
• A Hostile Response: 'Learn some manners or else there's going to be trouble.'
• An Assertive Response: 'Don't answer unless you raise your hand and I call on you.'

Step 3. Learning to set limits.

Canter makes this point clearly: "no matter what the activity, in order to be assertive, you need to be aware of what behaviors you want and need from the students". He would have teachers identify the specific behaviors they expect from students, such as taking turns, not shouting out, starting work on time, and listening to another student who is speaking.

Once teachers have identified the inappropriate behaviours they should then make them clear to the students. Once inappropriate behaviour has been made explicit, the next step in setting limits is to decide consequences for both compliance and noncompliance. For compliance, verbal acknowledgment is usually sufficient. Dealing with noncompliance is more difficult but using assertive discipline is usually the most effective strategy. When dealing with inappropriate behavior, teachers should be ready with firm reminders of what students should be doing.

Canter details several methods for setting verbal limits, emphasizing the following three techniques:

1. Requesting appropriate behavior, which is accomplished using:

• Hints - statements made from time to time reminding students of the teacher's expectations (e.g., "Everyone should be reading silently.")
• I-messages - telling students how behavior is affecting the teacher (e.g.,"It is getting so noisy I can't do my work.")
• Questions- hints or commands put in the interrogative form (e.g., "Would you please get back to your reading?")
• Demands - statements that direct students what to do (e.g.,"Get back to your reading right now.")

Canter warns that demands can have unfortunate results and issues his one and only commandment associated with assertive discipline: 'Thou shalt not make any demand thou art not prepared to follow on through.'

2. Delivering the verbal limit using tone of voice, eye contact, gestures, and so forth:

Tone of voice - this should be firmly neutral and businesslike. It should not be harsh, abusive sarcastic, or intimidating. Neither should it be mirthful, implying a lack of seriousness.

Eye contact - for a message to have its greatest impact, teachers should look students straight in the eye. However, teachers should not insist that students look them back in the eye. Even though students look away, teachers should fix them with a direct gaze when verbally setting limits.

Gestures - these add much to verbal messages, especially in societies where few gestures are used. Facial expressions together with arm and hand movements accentuate messages. However Canter cautions that fingers and fists should not be waved in students' faces.

Use of student names - their use adds further impact to verbal messages, making them more powerful and penetrating. This is especially true for messages delivered over long distances, as across the room or school grounds.

Physical touch - touch is unusually effective when used in conjunction with verbal messages. A hand lightly placed on a shoulder communicates forcefulness combined with sincerity. Canter warns, however, that some students react violently to touch, by pulling away abruptly or even thrusting back. They may also claim that the teacher has pinched or hurt them.

3. Using the broken record technique, involving insistent repetition of the original message, is especially effective when students seek to divert teachers from their intended message.

Here is an example:

Teacher: "Alex, we do not fight in this room. I will not tolerate fighting. You must not fight again."

Student: "It's not my fault. Pete started it. He hit me first."

Teacher: "I understand that might be the case. I didn't see it. However you will not fight in my class."

Student: "Well Pete started it."

Teacher: "That may be. I'll watch but you must not fight in this class."

The broken record technique (in this case the repetition that 'we do not fight in this class') is maintained with firm, forceful but kindly insistence. Canter gives these reminders concerning its use:

• Use it only when students refuse to listen, persist in responding inappropriately, or refuse to take responsibility for their own behavior
• Preface your repetitions with, 'that's not the point' or "I understand but"
• Use it a maximum of three times; after the third time follow through with an appropriate consequence, if necessary.

Step 4. Learning to follow through on limits.

By "limits" Canter means the positive demands you make of students. By "following through" he means the appropriate actions you take, either when students comply (positive results) or when they fail to comply (negative results). The important point is that students have already been made aware of the consequences, either good or bad, that will follow the behavior they choose. Canter presents the following guidelines for following through appropriately:

1. Make promises, not threats. A promise is a vow to take appropriate action when necessary. A threat is a statement that shows intent to harm or punish.
2. Select appropriate consequences in advance. Teachers should have a bank of several specific consequences to draw on when necessary. These consequences should be both positive and negative, with differing degrees of severity for violations of the rules.

Step 5. Implementing a system of positive or favourable consequences.

The previous step emphasized negative assertions and consequences. These are often foremost in teachers' minds. It is common for teachers to feel inadequate in dealing appropriately with them. However, according to Canter, the positive or optimistic side of the picture is even more important to the maintenance of good discipline. Successful involvement with students when they behave appropriately builds influence with the students, leads to a decrease in the amount of problem behavior and makes for a happier and more productive classroom.

Here are some positive consequences suggested by Canter:

1. Personal attention from the teacher. A special, positive, personal response from the teacher is one of the most rewarding experiences a student can have. Most students respond enthusiastically to such attention. It is delivered in the form of greetings, short talks, compliments, acknowledgments, smiles, and friendly eye contact.
2. Positive notes to parents. It is usual for parents to be informed about their children only when they have misbehaved in school. Thus a brief note or phone call, commenting favourably on a student, can do wonders for the morale of both students and parents. Parents are more likely to support teachers when they receive such approving messages.
3. Special awards. Students respond well to special awards given for high achievement, significant improvement, and so forth.
4. Set up a system of consequences that you can easily enforce. Canter suggests the following but emphasizes that each teacher must come up with his or her own system which suits their personality and thus with which they feel comfortable. The following set of consequences is designed for an individual problem student. It covers the duration of a particular day. Each new day begins afresh:
   
   
   • Misbehavior Consequence :
     • First - Name on board (a warning)
     • Second - Check by name (15 minute detention)
     • Third - Second check (30 minutes detention)
     • Fourth - Third check (30 minutes detention; student phones parents and explains)
     • Fifth - Fourth check (30 minutes detention; student phones parents, explains, and meets with the principal.)
     • Sixth - Student suspended.
5. Practice verbal confrontations that entail a consequence. To effectively use assertions and consequences naturally, practice them in advance. Imagine possible situations that are likely to arise in the classroom. Canter suggests that one good way to practice is to follow the following sequence:
   
   
   • Describe a rule to your imaginary class, such as "No talking without permission." Briefly explain why it is necessary and what student should do instead. State clearly what the consequences will be for compliance and noncompliance and check that students understand.
   • Imagine that a student has talked out of turn. Make an assertive response. Imagine the student then answers back rudely. Assertively state the consequence of his or her action. Suppose now the student defies you. Follow through assertively.
6. Special privileges. Students of all ages respond well when given special privileges, for example; helping to care for classroom animals or equipment, helping with class materials, or working together with a friend.
7. Material rewards. Many tangible objects can be effective rewards. Young students like stickers, badges, ribbons, etc. Older students like to receive posters, pencils, rubber stamps, etc.
8. Home rewards. In collaboration with parents, privileges can be extended to the home. Completing homework can earn extra television time, reading an extra book can earn a favorite meal, and so forth.
9. Group rewards. Canter discusses methods of rewarding the entire group for good behavior. He includes the following suggestions :
   
   
   • Dropping marbles into a jar when the entire group remains on task and works hard. When the jar is filled the class is treated to something special.
   • Completing a series of letters on the board that eventually reveal a secret word, such as "Popcorn Party". The class then receives a popcorn party as a reward.

Beginning the year.

Although an assertive discipline program can be implemented at any time, the first few days of a new school year are an especially favourable time to introduce the program.

Canter make the following suggestions:

• Decide on behaviors you want to elicit from students and determine the positive and negative consequences that will accompany them.
• Take your list to the principal for approval and support.
• On first meeting with the new students discuss the behaviors, consequences and the methods of follow through you intend to use. Keep the list of behaviors (rules) to six or less.
• Make it quite clear that all students must comply with the rules. Tell the students exactly what will happen each time a rule is broken. ( The consequences they can expects for the first, second, third offence, etc.)
• Ask the students to write the behaviors and consequences on a sheet of paper, to take the plan home and to have their parents read and sign it. Have them return it to you the next day.
• Emphasize that these rules will help the class develop a sense responsibility for learning and behaving acceptably. Reinforce the message over a period of time at appropriate occasions.
• Ask students to tell you in their own words what they believe you expect of them and what the consequences will be for both compliance and violations.
• Prepare a short letter describing the plan to parents in which you ask them for their support and express your pleasure in being able to collaborate with them in efforts to benefit their child.
• Implement the assertive discipline plan immediately.

Comments on Canter's Model

Canter's model of assertive discipline integrates ideas and techniques from several other models. These ideas and techniques include such items as 'behavior as choice', 'logical consequences' rather than the use of threats or punishments, 'positive reinforcement' for desired behavior, 'addressing the situation rather than the student's character', etc. However Canter's model has several unique features- its overall ease of implementation, its insistence on meeting teachers' and students' rights in the classroom, its emphasis on caring sufficiently about students to limit their self-defeating behavior and its insistance on gaining support from administrators and parents.

And what of the model's shortcomings? Many teachers find fault with it. Many teachers complain , for instance, that it is too harsh, too aggressive, overpowering for younger children, demeaning to older students, so focused on suppressing bad behavior that it excludes emphasis on the building of values for good, responsible behavior. As with all other aspects of human interaction, different people have different opinions; no one approach will please everyone at the same time and in the same situation.

Application of the Model

Kris will not work
Kris is in Mr. Jake's class and is quite docile. She never disrupts the class and does little socializing with other students. Despite Mr. Jake's best efforts Kris rarely completes an assignment. She doesn't seem to care. She is physically present but makes little effort or contribution to the life of the class. How would Canter deal with Kris?

Canter would advise Mr. Jake to do the following:

1. Communicate the class expectations clearly to Kris. Be assertive and check that Kris has received your message.
2. Use a firm tone of voice and maintain eye contact when reminding Kris of the expectations.
3. Be consistent when you follow through with pre-established consequences. Make the negative consequences more severe and the positive consequences more attractive until you find the level that works for Kris.
4. Let Kris's parents know how her behaviour concerns you. Explain that Kris's best interests are served by the the parents and Mr, Jake working together to help her

Further information regarding this model may be found in the following references:

• Charles, C. M., 1989, Building classroom discipline: from models to practice, Longmans Inc., New York. (pages 103-117).
• Canter, L., 1976, Assertive discipline: a take-charge approach for today's educator, Canter and Associates, Seal Beach.