Examples Of Assertive Discipline In The Classroom – Authentic Disciplines is a systematic, structured approach that helps teachers manage an organized and teacher-responsive classroom environment developed by Lee and Marlene Kanter in the 1970s. Due to the unwanted behavior of the students in the classroom and the teachers cannot control it. Kanter found that there is a lack of training in behavior management in school settings. They have developed an easy-to-learn method to help teachers become captains of their classrooms.
This approach has shifted from authoritarian to cooperative and democratic. According to Kanter, teachers have the right to determine what is best for students and create an effective and efficient learning environment.
Examples Of Assertive Discipline In The Classroom
Teachers act strategically and provide firm and clear direction to students who need guidance in following the rules. Trustworthy teachers are very serious about maintaining a responsible teaching classroom that is in the best interest of students.
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In addition, Kanter stressed the importance of managing behavior because society must be successful. No one benefits from bad behavior, so not only teachers, but also parents and guardians should seek and expect each other’s help in maintaining good behavior. The method should be clear and firm in its direction, followed by positive reinforcement or negative consequences for unwanted behavior. Students have clear expectations, they are expected to cooperate with others, and teachers who have implemented this method agree that the method is easy to use in the long run. Confidence is the key to this approach.
In theory, well-behaved students have the right to study without interruption in the classroom. And the teacher should discipline the misbehaving students. Students should also be knowledgeable and polite, the best teacher in the mind of the student. At the same time, teachers have the same right to teach in a peaceful environment as any other professional. They also deserve the support and care of the administration and parents. Clear boundaries should be established between teachers and students, and teachers should develop a clear disciplinary plan that separates appropriate and inappropriate behavior. Positive reinforcement should be used by seeing students doing well and giving them rewards and praise for their positive behavior. In addition to positive reinforcement, positive reinforcement involves public recognition of positive behavior. Reiterating rules is also a healthy way to encourage good behavior and use assertive discipline. Rules should be backed up with strict disciplinary consequences written in advance so that students know the importance and seriousness of having rules. Whenever active behavior is expected, disorder is anticipated and supported by a plan to avoid it. Instead of reactive discipline that waits for the student to misbehave, then use a disciplinary response to the behavior. Building relationships with students is important. The theory of trust behavior places great emphasis on “trust.” Discipline is easier to achieve when students trust and respect their teachers.
Managing behavior in the classroom requires focus, patience and practice to put theory into practice and learn the great benefits of classroom management to achieve a positive learning environment. Teachers need to innovate and create a plan that works well for them and their students. Creating a conducive learning environment will give teachers a sense of achievement in being confident in their work and thinking. Our AET Level 3 course teaches the teacher to do homework as much as possible. Classroom Management is a recommended CPD course. It focuses on creating a classroom based on the rights and needs of both the students and the teacher in the classroom. Classroom climate should be calm, caring behavior should be managed by the person What are the rights and needs? Students and teachers, according to the Assortative Disciplines model?
4 Basic Teachings… All human rights and needs must be met in order for teachers and students to learn. A teacher’s rights include a continuous classroom and the support of administration and parents to create it. Teachers must remember that their job is to teach students and classroom management is key to this. Teachers should model the behavior they want to see in their students. Teachers should teach students the appropriate behavior directly. A teacher needs a disciplinary plan based on mutual respect and trust. The plan should include both positive and negative outcomes. Directions to students should be formed in a positive manner. Teachers can be successful with all students, even “difficult” ones. For teachers to teach and students to learn, the rights and needs of all people must be met. A teacher’s rights include a continuous classroom and the support of administration and parents to create it. A teacher must remember that his job is to teach students and classroom management is the key to this. Teachers should model the behavior they want to see in their students. Teachers should teach students the appropriate behavior directly. A teacher needs a disciplinary plan based on mutual respect and trust. The plan should include both positive and negative outcomes. Directions to students should be formed in a positive manner. Teachers can be successful with all students, even “difficult” ones.
Modeling Assertiveness With Students
According to Canters, how do teachers treat their students? Hostile teachers see their students as “opponents”. They see their relationship as a power struggle, needing to “lay down the law” and use strict, forceful commands to do so. Students with hostile teachers: Unwanted feelings of “unfair control” Teacher’s “opposite” behavior is also possible…
Awkward teachers tend to be passive toward students. They don’t follow a disciplinary plan and use rules and procedures on their own. Students with non-teachers: Feel that the teacher is “slippery” and does not take the teacher’s instructions seriously! The act confuses what is expected of them, the “ideal” teacher, according to the model of reliable disciplines,…
Confident teachers are clear, consistent, and reliable. They are disciplined and encourage the use of rules and procedures in a way that is acceptable to students. Trusted teachers, with students: Their needs will be met. Know that they have rights and they will be respected. Trust the teacher, his words and actions.
As canters say, good manners are learned! Good behavior is the “fruit” of creating a school environment of mutual respect and trust. How to start? 1. Listen to your students. Get to know them. Be interested in them as people. This includes communicating with their parents, guardians or carers. 2. Teach them how to behave. Teachers should model the expected behavior of their students. Establish clear classroom routines and procedures. Students understand what is expected. These rules and/or procedures may need to be reinforced and reevaluated through positive repetition.
Chapter 5 Consequences Models
Have a plan! This plan should have clearly and positively stated rules. For example, say “keep your hands to yourself” instead of “respect others”. It is very important that the results are used consistently. – Should include positive and negative consequences – Positive consequences should be used when the teacher determines that a student is “good” – Negative consequences should be used when students misbehave or interfere with others’ right to learn. Students should be aware of the consequences. (Step 2) They should never include physically or psychologically harmful forms of punishment!
The plan should be: “disciplinary hierarchy”. The only effective way to do this is to observe student behavior. There are different ways to accomplish this. Certain rules and consequences!
11 Challenging Students According to the Canters, most students will respond well to using their own techniques. However, there will be those who are not for various reasons. These “difficult” students need more attention and guidance. How can these students be included? Reach out to them. Respond to them, don’t react. Build a relationship of trust with them. Get to know them. Students may have special needs, such as “extra attention, boundaries, and motivation.” The teacher must determine which need is the primary need and satisfy it first.
12 Difficult Students Here are some tips for working with difficult students: Write reminders to praise students with helpful comments! Be aware of “non-destructive” bad behaviors such as procrastination, daydreaming, doodling, etc. Use positive cues such as eye contact, physical proximity, or inviting students. Reactive disagreements can make relationships worse. Canters suggest the following: 1. Calm down 2. Personalize the situation 3. Is it covert or overly confrontational? Closed – when a student is being bullied or bullied but not verbally challenged. An overt is when a student involves other students in a situation
Lee Canter: Assertive Discipline
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