Theory of

Assertive
Discipline
(Lee Canter and
Marlene Canter)
By:
Nor Baizura binti Ismail
G.5.10
Tesl 203

Questions
Explaining the ideas that can be drawn from
the model examined and discuss them with
regards to:
Effectiveness in curbing inappropriate behaviour,
Effectiveness in improving long-term behaviour,
Implication on learning and classroom
management in primary English language
teaching contexts.

What is Assertive Discipline?

The
The right
right
of
of the
the
teacher
teacher
and
and the
the
student
student

Positive
Positive
recognitio
recognitio
n,
n, positive
positive
and
and
negative
negative
conseque
conseque
nces
nces

A
A
Structure
Structure
d
d
And
And
systemati
systemati
cc
approach
approach
Proactive
Proactive
Approach
Approach

Asserti
Asserti
ve
ve
Discipli
Discipli
ne
ne

Discipline
Discipline
Hierarchy
Hierarchy

Hostile,
Hostile,
Assertive,
Assertive,
and
and NonNonassertive
assertive
teacher
teacher

Effectiveness in curbing
inappropriate behaviour
The consequences are given directly and
immediately by teachers in the classroom.
Cooperation from the parents and the
administration would help teachers to curb the
misbehaviour effectively (Charles and Senter,
2005).
Students believes teachers are genuinely care
about them.
As the consequences become more heavier,
students would aware of the severity of their
misbehaviour and they should stop from doing it.

Effectiveness in curbing
inappropriate behaviour
Discipline hierarchy
Heavier punishment will be given if the same
misbehaviour keep repeating from the same
student.
Example: The same student keep causing
disruption in the classroom such as shouting out
during the lesson.
o First time : Alex, our rule is no shouting out . That is a
warning.
o Second/Third time : Give 5/10 minutes time out
o Fourth time: Call the parents
o Fifth Time: Talk to the principal

Invoke severe clause if the students behaviour

is serious such as bullying or fighting.

Effectiveness in improving
long-term behaviour
Long-term behaviour: Bad habit
Assertive discipline helps teacher and students to
prevent it from keep happening.
Make the students control themselves and keep
behaving well.
Positive recognition would trigger students
willingness to behave well and repeat it again and
again
Introduce to the positive and negative
consequences .
Rules should be frequently practiced as the
teacher models it to students.
Be consistent.

Effectiveness in improving
long-term behaviour
Long-term behaviour : Good habit
Positive recognition :Encourage good
behaviour, positive classroom climate (Charles
and Senter,2005) and self-confidence
Maintaining the good values in students such as
paying attention
Students able to pay attention and process the
learning in a fun and meaningful way.

Implication on learning and classroom

management in primary English
Language teaching context
Give the chance for students and teachers to
have an optimum condition for effective teaching
and learning.
Teachers able to disseminate knowledge
effectively and successfully.
Students are able to practice English language in
unthreatening classroom.
Teaching and learning can be conducted in the
given frame time.
Students have no problem in working in pairs and
groups.

References
Charles, C., & Senter, G. (2005).Building
classroom discipline. Boston: Pearson/A & B.
McIntyre, T. (2015).Assertive Discipline | Child
Discipline in the Classroom.Behavioradvisor.com.
Retrieved 11 February 2015, from http://
www.behavioradvisor.com/AssertiveDiscipline.htm
l