Lee Canter Biography

Attended California State University

Aspired to be a teacher
Complete Masters degree at
University of Southern California
Began working as a psychiatric social
worker in Southern Cal

Marlene Canter

Received teacher certificate

Training in special education
Studied child development
Wished to be a social worker
specializing in working with children.

 Married in 1970 and focused on the hopes for the future

to make a difference in childrens lives.
During teaching, Marlene encountered a child whose
behaviour was so disruptive that it kept her from
teaching her class.
Lee and Marlene began researching disciplinary problems
in classrooms and teacher techniques.
Together, their passion for helping children in the
classroom led to research and the development of
Assertive Discipline.
1976 co-founded the company Lee Canter and
Associates
Their mission: To provide educators with tools necessary
to maximize their students learning potential.

Key Concepts of Assertive

Discipline
Rewards and punishments are effective.
Both teachers and students have rights.
Teachers create an optimal learning environment.
Teachers apply rules and enforce consequences
consistently without bias or discrimination.
Teachers use a discipline hierarchy with the
consequences appropriate for the grade level.
Teachers are assertive, not nonassertive or
hostile.

 The Canters believe that a teachers

response style sets the tone of his or
her classroom. This response style
impacts students self-esteem and
the students success in the
classroom.

Three Responses
Non- assertive style
Usually ineffective
Used by teachers who fail to establish clear
standards of behaviour or who fail to follow through
on threats with appropriate actions.
They seem wishy- washy and unable to state clear
and consistent expectations (vague)
No solid leaderships is provided.
Students learn not to take these teachers seriously
Characteristics: passive, inconsistent, timid, nondirective

 Hostile Style
Use an aversive approach
Shouting, threats and sarcasm
Potential for emotional and physical
harm
Their message indicate a dislike for
students
Students tend to feel they are being
unjustly controlled.
Characteristics: sarcastic, uses
commands, abrasive

 Assertive style
Clear and specific limits placed on
students
Positive rewards and negative
consequences
Make expectations known to all
stakeholders
React confidently and quickly in
situations that require the management
of behaviour

Needs and rights in the

classroom
Students rights
An optimal learning environment
Have teachers who help to reduce
inappropriate behaviour
Have teachers who provide appropriate
support for appropriate behaviour
Have teachers who do not violate students
best interests
Choose how to behave with knowledge of
the consequences that will follow

 Teachers rights
Maintain an optimal learning environment
Expect appropriate behaviour
Expect help from administrators and parents
Ensure students rights and responsibilities
are met by a discipline plan that:
Clearly states expectations
Consistently applies the consequences
Does not violate the best interests of the
students

Developing rules
General rules
Respect the property of others
Keep your school clean
Be polite to each other

Specific rules
Raise your hand before speaking
Ask for permission before leaving your
seat

When using the rules

Establish the rules
Set the consequences
Determine what will happen if the
penalty is not completed
Determine what will happen if the
behaviour continues
Teach the rules and consequences to
the students.

strategies

The Discipline Hierarchy

Gives students information about the
consequences they will face, as well as the
order in which they will face them.
Grade one student upon their first
misbehaviour will receive a verbal warning.
A time out may be given after a second or
third misbehaviour.
A parent may be notified after a fourth offense.
A fifth offense may result in a trip to the
principals office.

Establishing discipline that provides

structure and identifies behaviour
limits
Positive Recognition
Will motivate students to behave
appropriately.
Reduces problem behaviors.
Helps to build relationships with students.
Increases students self-esteem.

Consequences
Something that will not be liked by
the students, but is never potentially
harmful to them.
Consequences must be delivered to
the students as a choice.
Consequences do not have to be
severe or harsh to be effective.

Establishing Rewards
Tangible
Bookmark
Pencils and other supplies
certificates

Graphic
Star
sticker

Social
Words
Smiles
Gestures

How to use assertive

discipline
Dismiss the thought that there are any acceptable
reasons for misbehaviour.
Decide which rules you wish to implement in your
classroom. Come up woth four or five important
rules that are easy for your students to remember
and follow.
Determine the negative consequences for non
compliance. Choose 3 6 consequences tat will be
used each time the consequences become more
punitive.
Determine positive consequences for qppropriate
behaviour.

Teaching the discipline plan

Explain why rules are needed

Teach the specific rules
Check for understanding
Explain how you will reward students who
follow rules
Explain why there are corrective actions for
breaking the rules
Teach the corrective actions and how they are
applied.
Check again for understanding