EDY 2312 – Managing Behaviour in Schools
Lecture 9 2025
Assertive Discipline
by Marlene Lee & Lee Canter
Biography
Canter, L. & Canter M. (2001) Assertive discipline :
Positive Behavior management for today’s classroom. Seal
Bech, CA: Lee Canter & Associates.
*Assertive Discipline is still used today but has
evolved from a more authoritarian approach to one
that is more of a democratic and co-operative
approach.
Lee Canter:
As a teenager he realized teacher’s have the
power to change a student’s behaviour.
Attended California State University and
completed a master’s degree in social work at
the University of Southern California.
Felt that if teachers could manage their
student’s behaviour, they could have a positive
impact on students’ lives.
Interest led to the research and the
development of his well-known Assertive
Discipline program.
Created cutting-edge training programs for
teachers.
Keynoted numerous conferences together with
his wife.
Marlene Canter:
May 2006 named ”Woman Executive of the Year.”
30 year career as co-CEO of a successful teacher
training company.
Committee founder which strived to hire very
qualified teachers in L.A.
Began her career as a special education teacher.
Went on to co-found and serve Canter&
Associates, Now Laureate Education, Inc. The
company has trained teachers and developed
programs, distance learning materials, and
resources for teachers, administration, parents.
Actively involved on education councils, boards,
advisory commitees.
Important Facts: Assertive Discipline
In 1976 most popular discipline system in U.S.
schools for the next 20 years.
Rationale: Students had the right to learn in a
calm, orderly classroom . Teachers had a right to
teach without being interrupted by misbehaviour.
Easy common sense approach.
Teachers possessed a high level of control-”taking
charge.” Mean what they say, say what they mean.
Accomplished by devising a plan. Students are
responsible for their own behaviour and
consequences. Teachers establish rules that clearly
define acceptable and unacceptable behaviour.
Teachers ask parents and administration when
support is needed with behaviour.
Assertive Discipline Includes:
Stating expectations clearly, firmly,
straightforward.
Simple, organized, structured plan.
Use of clear, firm, calm tone of voice, and eye
contact. Use students names and repetition.
Use of non-verbal clues that support statements.
Influencing behaviour without threats.
Application in the Classroom
Implement 4 or 5 simply stated rules in the class.
Determine and post rules. List negative and
positive consequences.
Have students write/copy rules and consequences
and have parents sign them. Pass these on to
administration.
Praise appropriate behaviour and use negative
consequences for misbehaviour.
Responses need to be appropriate and do not
ignore inappropriate behaviour.
Follow through with consequences, track
behaviour.
Teachers should:
decide what is best for students and expect
compliance.
encourage cooperation in the classroom.
be confident when responding to behaviour.
build a bond with students based on trust,
positive student relationships.
listen carefully to students.
respect and treat all students fairly ( relate to
special education students since a teacher must
have individual expectations for special needs).
welcome a place without yelling.
positively reinforce struggling students.
Positive and Negative Consequences
Negative
Positive
Loss of reward time.
Praise students being
Loss of recess or a
good.
detention.
Personal attention
Positive notes
Special Rewards
If you have positive
Material Rewards rewards students feel
Home Rewards more welcome in the
Group Rewards classroom. This
increases a bond with
the teacher and you
are more likely to
comply with
expectations.
Canter & Canter describe three types of teachers:
Hostile/Aggressive
See students as adversaries.
Use punishment approach.
Use shouting/threats, address students in an
abusive way.
Use sarcasm, derogatory remarks.
overbearing, often lose their temper.
Non Assertive ( Passive)
fail to be clear, reasonable, wishy washy, leave
students confused.
feel it is wrong to place demands on students.
cannot establish standards of behaviour.
fail to back up words with actions.
Assertive:
Clear, confident.
Model and make expectations known to students,
parents, or administration.
Calmly insist students follow rules.
Use actions to follow words, establish limits for their
students and enforce them.
Students receive positive benefits with compliance.
Sometimes ignore unacceptable behaviour.
Setting up for an Assertive Classroom
“We have rules because…”
Our Classroom Rules
1) Listen to all adults
2) Be respectful to people and property
3) Hands and feet to yourself at all times
4) Raise your hand when you want to ask a question.
Which Type of teacher are you?
Hostile (Aggressive)
Passive
or Assertive
Summary:
Charles in Building Classroom Discipline (pg.73)
suggested the Canters provided a number of examples
of how the plan can be put into effect at different grade
levels. The plan is as follows:
1) Explain why rules are needed.
2) Teach the specific rules.
3) Check for understanding.
4) Explain how you will reward students who follow the
rules.
5) Explain why there are corrective actions for breaking
the rules.
6) Teach the corrective actions and how they are applied.
7) Be consistent and fair in enforcing the rules
Conclusion:
The basic principle are:
I will not tolerate any students stopping
me from teaching.
I will not tolerate any students to prevent
another student from learning.
I will not tolerate any student engaging in
any behaviour that is not in the student’s
best interest and the best interest of
others.
I will immediately reinforce and recognize
appropriate behaviour.
REFERENCES
Canter, L. (1988).Assertive discipline and the search for the perfect classroom. Young
Children . 43(2),24
Canter, L. (1988). Let the Educator Beware: A Response to Curwin an Mendler. Educational Leadership, 46(2), 71.
Retrieved
from EBSCO host.
Charles, C. ( 2011). Building Classroom Discipline. Pearson.
Curwin R. L. & Mendler, A. N. (1988). Packaged Discipline Programs: Let the Buyer Beware. Educational Leadership,
46(2), 68. Retrieved from ECSCO host.
Curwin R. L. & Mendler, A. N. (1989) We repeat, let the buyer beware: A response to Canter.
Educational Leadership, 46,(6),83.
Edwards, C.H. (2008) Classroom Discipline and Management 5th ed. , John Wiley and Sons
Inc.
Gay, J. E. (1982). ASSERTIVE DISCIPLINE: A PANACEA FOR THE ADMINISTRATOR”S
DISCIPLINE PROBLEMS?. Education, 103(2), 173. Retrieved from EBSCO host.
Kourilsky, M. & Quaranta, L. (1987) Effective Teaching. Principles and Practise. Scott,
Foresman and Company.
Martin, S. C. (1994). A preliminary evaluation of the adoption and implementation of assertive
discipline at Robinton.. School Organization, 14(3), 321. Retrieved from EBSCO host.
Niagra, A., D’Aurelio, MacDonald, A., & Degabriele K. Lee & Marlene Canter” Assertive
Discipline”; Retreived January 18, 2011
Render, G. F., Padila, J. M., & Krank, H. (1989). What Research Really Shows About Assertive
Discipline. Educational Leadership, 46(6), 72. Retrieved from EBSCO host.
http:www.brains.org/classroom_management.htm
