EDE 4504 Blog 6

Chapter 4 Assertive Discipline

When a teacher uses assertive discipline, they already have a mindset of how they will react and the things they will say when students break the rules. If teachers do not plan ahead for the actions they would take in a disciplinary situation, "they are left with responding in an unplanned and counterproductive reactive approach or manner that may be seen as nonassertive, or hostile"(Canter 82). Assertive discipline is something to have not only when students are misbehaving, but also when they are doing a great job. It is important to praise good actions and behaviors of students because then other students will see what is expected of them. For example, although I have to use a great deal of assertive discipline when responding to misbehavior in the classroom, I also use it with the good behavior. I love to see students doing things without being told such as silently reading when they are doing their work. I also love to see when a student takes the initiative to help another student when they are struggling.

The assertive teacher must do three things when creating a classroom discipline plan: establish rules that will always be followed, develop supportive feedback for those students that do behave, and define the corrective actions that will be taken when students do not behave(Canter 83). Though it may seem simple to create rules for students to follow, it is not. First off, many times rules are too vague and unobservable, and that is why some students fail to understand them. In my classroom for example, we have specific observable rules. One of them is that when a classmate is talking, we do not speak because we are listening with our ears and our hearts. An example of a vague version of this rule would be "Listen carefully." The second aspect after establishing the rules is developing supportive feedback. As I mentioned earlier, those students who are well-behaved should be told and shown they are doing a great job. Some teachers believe assertive discpline is only used with misbehavior, but "an assertive discipline system requires repetitive and large amounts of supportive feedback and verbal recognition for positive behavior"(Canter 86). Little things like positive notes and phone calls home will bring a smile to a child's face. For corrective actions, it is usually a discipline hierarchy. The first one is usually a warning and then they keep going up in severity. If it does not stop, it might even lead up to a trip to the office or a phone call home. The chapter said a common corrective action in middle and high school is making the students stay a couple minutes after class. One I see used often in the elementary classroom is the marking of a student's planner.

Reference

Wolfgang, C. H. (unknown). Chapter 4: Assertive Discipline, pp. 79-99

Chapter 5 Cooperative Discipline

The product of cooperative discipline is for students to feel like they belong. If their needs are met, they will most likely cooperate with each other and the teacher. Albert discusses four reasons students might misbehave. The first one is because they are seeking attention. This, in my opinion, is the most common reason students misbehave. In my classroom, I see it happen almost everyday with one student in particular. I have asked him about his home life and from what he said I deduced that he does not get enough care and attention at home and that is why he seeks it in the classroom. The second reason students misbehave is because they are seeking power. "Through words and actions they try to show that they cannot be controlled by the teacher, that they will do as they please"(Albert 71). Some types of this power-seeking behavior are temper tantrums, back-talk, and defiance. The third reason is because they are seeking revenge. If teachers are too tough on students, they may retaliate through verbal attacks. It might even be because they are seeking revenge on their parents, but teachers are the easier target. The last reason discussed for misbehavior is avoidance of failure. This is one i never even thought about. Students might not know how to do the work and don't want the teacher or classmates to think of them as stupid so they make it seem like they are just being lazy.

Albert came up with the Three C's and they have been the fundamental approach to cooperative discipline. The first C stands for capability. Let them know that making mistakes is okay. Everyone makes mistakes once in a while. No one is perfect. Build student confidence. To do this, "teachers should think of learning as a process of improvement, not as an end product, and when improvement occurs it should be acknowledged"(Albert 73). Focus on their past successes. They might not be great at everything, so when they do poorly on something, remind them how smart they are. Tell them that some things are more difficult than others and to never give up. Make learning tangible for them. The chapter gives the option of I-can cans. Students write their accomplishments on a strip of paper and place them in there. "As the cans fill, they show how knowledge and skills are accumulating"(Albert 73). Lastly, recognize achievement. A couple of ways to do this is by putting student work up in the classroom, having award ceremonies, and making presentations for parents.

The second C stands for helping students connect, "meaning that they initiate and maintain positive relationships with peers and teachers"(Albert 74). There are "Five A's" that go along with making these connections. These are: acceptance, attention, appreciation, affirmation, and affection. If students practice these five actions in the classroom, they will no doubt create a beautiful community and family. The third C is helping students contribute. Students should be encouraged to contribute in the class, to the school, and to the community. They can contribute to the class by adding their input to the classroom. For example, my students created the mission statement for the class alongside the teacher. They can contribute to the school by helping to make it a cleaner and lovelier place to be. They can contribute to the community by fundraising, volunteering, and random acts of kindness. Students should be encouraged to protect the environment. One way discussed in the chapter is for the class to adopt a street or area of the community to keep clean. This will help them become better citizens in the future. Lastly, encourage students to help other students.

Reference

Charles, C. M. Linda Albert's 'Cooperative Discipline'. In Building classroom discipline. Boston.Allyn and Bacon. 2002. Ch. 5. pp. 67-84

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