ASSERTIVE DISCIPLINE

Positive Behaviour Management

ASSERTIVE DISCIPLINE Newport

Background of Implementation All Schools by the year 2001 Teachers Para-professionals

Mid-day Supervisors Bus Drivers / Escorts on MiniBuses

Parents

ASSERTIVE DISCIPLINE Background/ Lee Canter

The empowered Teacher

1.You have the right and the responsibility to establish rules and directions that clearly define limits of acceptable and unacceptable student behaviour. 2. You have the right and the responsibility to teach students to consistently follow these rules and directions throughout the school day and school year. 3. You have the right and the responsibility to ask for assistance in handling the behaviour of students.

ASSERTIVE DISCIPLINE Roadblocks to being Assertive

Stress: signs and management of stress Psychological Approach:

Our emotions get in the way:- thought / feeling / actions

Assertive, Non-assertive and Hostile Style Consistent Approach Throughout

Assertive Discipline and

Learning - Helpless v Mastery

Little difference until learner faces a challenge in their learning. Helpless Attributes are fixed Failure attributed to self Locus of control perceived as external (control is not possible) Mastery Attributes are malleable Failure seen as a challenge to be learnt from Locus of control perceived as internal (control is possible)

ASSERTIVE DISCIPLINE Demonstration

One teacher and two children One being Non-Assertive teacher

One being Hostile teacher

One being Assertive teacher How does it look?

ASSERTIVE DISCIPLINE Theory into Practice

School Code of Conduct Classroom Discipline Plan Consists of three parts

Rules Rewards Consequences

ASSERTIVE DISCIPLINE Theory into Practice

Rules

Rules that will let students know what behaviours are expected in the classroom at all times Limited number Rules that are observable. Vague rules are difficult to apply Rules that apply to behaviour only Consider involving students in choosing rules

ASSERTIVE DISCIPLINE Theory into Practice

Example:We follow directions first time We keep hands, feet, objects and unkind words to ourselves We stay on task We use the appropriate noise level We only walk in the classroom

ASSERTIVE DISCIPLINE Theory into Practice

Positive Recognition

Praise

Non-verbal Verbal

Tangible rewards

Individual / behaviour certificates etc. Class Wide Rewards

Special privileges
Positive notes home

ASSERTIVE DISCIPLINE Theory into Practice

CONSEQUENCES / SANCTIONS Children deserve structure Children deserve limits

must be something that children do not like but never physically or psychologically harmful are a CHOICE do not have to be severe to be effective easy for you to implement must be appropriate for your pupils

ASSERTIVE DISCIPLINE Theory into Practice

Establish a Discipline Hierarchy Example:1.
2. 3. 4. 5. 6. 7.

8.

Warning Move to another place Lose 1 min of break Lose two mins break Fill out a behaviour think sheet Contact the parent Head teacher & Parental meeting Severe Clause

ASSERTIVE DISCIPLINE Theory into Practice

DISPLAY THE PLAN BOLDLY IN CLASS TEACH YOUR CLASSROOM DISCIPLINE PLAN SKILL REHEARSAL / UNDERSTANDING
RULES ------------------REWARDS ------------------------------CONSEQUENCES ----------------------------------------------------

ASSERTIVE DISCIPLINE Theory into Practice

S specify activity type - give clear directions P purpose R resource I in or out of Seat

N noise Level T time

(in some schools on wall)

ASSERTIVE DISCIPLINE Theory into Practice

POSITIVE RECOGNITION
(after Specifying Clear Activity Directions)

Consistent praise Catch them being good

Effective praise is personal

It is specific and descriptive

It must be genuine

Effective praise is age-appropriate

ASSERTIVE DISCIPLINE Theory into Practice

Positive Repetition ( Supportive Feedback) After giving a Direction
Negative Statements Stop talking and get back to work Dont do this. Stop that! How many times have I told you? What are you doing? You, you and you, youre not sitting properly (assembly). Positive Statements Jenny and Danny are sitting up with their arms folded Stephen is lining up by the door as expected Jeff, thank you for having your eyes on me. Good. Well done the people in this row you are sitting properly.

ASSERTIVE DISCIPLINE Theory into Practice

USING POSITIVE RECOGNITION TO MOTIVATE PUPILS TO BEHAVE

Positive reminder to reinforce pupils who are not yet following directions
Use scanning and circulating techniques and recognise the appropriate behaviour as you teach Make a goal to praise every student sometime throughout the day

Use the class-wide recognition system to motivate your class toward a specific behavioural goal

ASSERTIVE DISCIPLINE Theory into Practice

REDIRECTING NON-DISRUPTIVE OFF-TASK BEHAVIOUR Differentiate between disruptive and non-disruptive behaviour

Non-verbal

The Look Close proximity

Verbal

Use the pupils name Proximity praise

If redirecting is not effective it may be appropriate to provide a consequence

ASSERTIVE DISCIPLINE Theory into Practice

IMPLEMENTING CONSEQUENCES

Calm Assertive Statement Be consistent provide a consequence everytime a pupil chooses to disrupt Re-focus pupils who attempt to argue with you Offer the consequence as a CHOICE

Find the first opportunity to praise after child has

been disruptive

ASSERTIVE DISCIPLINE Theory into Practice

Corrective Feedback ( What does it sound like?)

Karen the direction was to work quietly

I need you to turn around and work quietly

Karen turn around or you will choose to have a Warning I understand what you are saying but the direction is to work quietly

The direction is to work quietly

Karen you have chosen to lose 1 min of your break. Thats neat work Karen and now youre working quietly and learning. Thank you.

[ NEED ALSO FOR FAST TRACK ]

ASSERTIVE DISCIPLINE Demonstration

Use broken record technique Apply a consequence after giving a

CHOICE

TASK ANALYSIS BEHAVIOUR BRAINSTORM

What behaviours do I expect from differing activities so that my supportive language is specific and meaningful and age-appropriate to the children? Physical education / dance lesson Reading on the carpet / literacy session Science lesson with apparatus Mental maths lesson Lining up for dinner carrying a tray ROUTINES THROUGHOUT THE SCHOOL

Task Analyse activities:

ASSERTIVE DISCIPLINE Theory into Practice

The art of teaching is the ability of successful teachers to blend academics and behaviour management efforts into a cohesive whole

ASSERTIVE DISCIPLINE NEWPORT - Testimonials

QUOTES

Estyn:- School Inspection Wales:

The school with support and advice from outside agencies has worked hard to develop a working policy for assertive discipline. This has involved training for everyone who is involved with the pupils. Central to its success are respect, patience and care that is shown to each child. The pupils value the reward system in place and the verbal praise and encouragement they receive

Infants- Head: L.I.

The good practice already in place within the school has been consolidated

and extended as a result of the introduction of assertive discipline. All staff including mid-day supervisors now work as a team promoting positive behaviour management. What is evident is that the self-discipline amongst the pupils has increased.

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(QUOTES cont)

Primary School Head: AP Assertive Discipline

moves towards the concept shift of I want to behave, so empower me, as opposed to I cannot behave

Primary School Head: RR Assertive Discipline

has permeated all aspects of the school there is a stillness and calmness in the school and it produces a culture of self-discipline for their own actions.

Junior School Teachers: It is the consistency of approach that makes it very effective.

ASSERTIVE DISCIPLINE
QUOTES (cont)

Estyn Mr AD Fear, Crindau Primary May 01

Pupils are encouraged to accept responsibility for their behaviour and to follow the Golden Rule. They are involved in drawing up classroom rules: these are agreed and displayed prominently throughout the school. Pupils respond well to the school and playground rules and to the reward system. They feel they are treated fairly and that their efforts are valued.

ASSERTIVE DISCIPLINE

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