assertive discipline

‘ASSERTIVE DISCIPLINE’ :

3/28/2011 DDL 2010 ‘ ASSERTIVE DISCIPLINE’ Positive Behaviour Management

Background:

3/28/2011 DDL 2010 Background Background of Implementation Teachers Mid-day Supervisors/dinner ladies e.t.c Bus Drivers / Escorts on Mini-Buses Parents

ASSERTIVE DISCIPLINE Background:

3/28/2011 DDL 2010 ASSERTIVE DISCIPLINE Background 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:

3/28/2011 DDL 2010 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 :

3/28/2011 DDL 2010 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 Theory into Practice:

3/28/2011 DDL 2010 ASSERTIVE DISCIPLINE Theory into Practice School Code of Conduct Classroom Discipline Plan Consists of three parts Rules Rewards Consequences

ASSERTIVE DISCIPLINE Theory into Practice:

3/28/2011 DDL 2010 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:

3/28/2011 DDL 2010 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:

3/28/2011 DDL 2010 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:

3/28/2011 DDL 2010 ASSERTIVE DISCIPLINE Theory into Practice CONSEQUENCES / SANCTIONS STUDENTS deserve structure STUDENTS deserve limits must be something that STUDENTS 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:

3/28/2011 DDL 2010 ASSERTIVE DISCIPLINE Theory into Practice Establish a Discipline Hierarchy Example:- 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:

3/28/2011 DDL 2010 ASSERTIVE DISCIPLINE Theory into Practice DISPLAY THE PLAN BOLDLY IN CLASS TEACH YOUR CLASSROOM DISCIPLINE PLAN SKILL REHEARSAL / UNDERSTANDING RULES REWARDS CONSEQUENCES 1. ------- ----------- ------------------ 2. ------- ----------- ------------------ 3. ------- ----------- ------------------

ASSERTIVE DISCIPLINE Theory into Practice:

3/28/2011 DDL 2010 ASSERTIVE DISCIPLINE Theory into Practice S s pecify 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:

3/28/2011 DDL 2010 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:

3/28/2011 DDL 2010 ASSERTIVE DISCIPLINE Theory into Practice Negative Statements Stop talking and get back to work Don’t do this. Stop that! How many times have I told you? What are you doing? You, you and you, you’re 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. Positive Repetition ( Supportive Feedback) After giving a “Direction”

ASSERTIVE DISCIPLINE Theory into Practice:

3/28/2011 DDL 2010 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:

3/28/2011 DDL 2010 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 pupil’s name Proximity praise If redirecting is not effective it may be appropriate to provide a consequence

ASSERTIVE DISCIPLINE Theory into Practice:

3/28/2011 DDL 2010 ASSERTIVE DISCIPLINE Theory into Practice IMPLEMENTING CONSEQUENCES Calm Assertive Statement Be consistent –provide a consequence every-time 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:

3/28/2011 DDL 2010 ASSERTIVE DISCIPLINE Theory into Practice Corrective Feedback ( What does it sound like?) Helen the direction was –to work quietly I need you to turn around and work quietly Helen 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 Helen you have chosen to lose 1 min of your break. That’s neat work Helen and now you’re working quietly and learning. Thank you. [ NEED ALSO FOR FAST TRACK ]

ASSERTIVE DISCIPLINE Theory into Practice:

3/28/2011 DDL 2010 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:

3/28/2011 DDL 2010 ASSERTIVE DISCIPLINE NEWPORT - Testimonials QUOTES Peter Keller Head : “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” Junior School 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.”

ASSERTIVE DISCIPLINE (QUOTES cont):

3/28/2011 DDL 2010 ASSERTIVE DISCIPLINE (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):

3/28/2011 DDL 2010 ASSERTIVE DISCIPLINE QUOTES (cont) 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 END:

3/28/2011 DDL 2010 ASSERTIVE DISCIPLINE END