Thursday 23rd September
What follows is a short presentation of Newport’s Assertive Discipline programme.
There are detractors in secondary sector. Research (RA, LC) shows that AD leaves
more kids on task both Primary and Sec. Where there is primary bias think about
modifying for the secondary pupil.
Ray Kingdon
‘ASSERTIVE DISCIPLINE’ASSERTIVE DISCIPLINE’ the NEWPORT LEA initiative
Positive Behaviour Management
ASSERTIVE DISCIPLINENewport
Background of Implementation
All Schools by the year 2001
Teachers
Para-professionals
Mid-day Supervisors Bus Drivers / Escorts on Mini-
Buses
Parents
ASSERTIVE DISCIPLINEBackground/ 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.
Rights of Pupil
RK: Kids have right to learn HRA 1998 RK Right to be prepared for adulthood.
Right to a teacher who will set firm and consistent limits
Right to know what behaviours are expected of them
Right to a teacher who will take time to teach them how to manage their behaviour
ASSERTIVE DISCIPLINE Roadblocks to being Assertive
Teacher’s own negative expectations about her/his ability to deal with disruptive student behaviour.
Psychological Approach: Emotions drive response / actions
Excusing the disadvantaged. Can’t v. Won’t.
Eg 1 When you first walk into a room with Class X they will be err to the side of caution and choose to behave. The next minutes are absolutely critical because those who seek to take advantage will test out (boundary search).
Eg2 Kids behave in examinations.
Style
Assertive, Non-assertive or Hostile?
Non-assertive – passive. No clear lines confuse. Impression is that you are unsure of self. Leader is wanted by most.Invite to some to misbehave.May need to be accepted. Emotional.
Hostile, rigid, authoritarian, not team player. Damage to pupil’s S/E.
Assertive response style
The teacher clearly, confidently and consistently states expectations to pupils.
Pupils know……what is acceptable and what is not…what choices are available … …consequences of chosen behaviour.
RK: all class know it’s fair
What is the response?
!!! Two pupils window gazing
[Leave them alone while they’re not interfering].
“You two in the back. You two. Do you think I like talking to myself? Wake up now or stay in class and stare for an hour later!”
[Subtly threaten pupil personal space. Indicate N/V that you know…]
Responses (Non Assert T, HT and AT)
Provoking belligerent pupil irritates neighbours T: Jo Stop.
J: I don’t wanna do this stoopid work.
N/A T: What’s wrong with you? If you don’t stop you’ll be going to detention / Mr Benn [then leaves scene ie gives ground]
[Pupil tests ground to see if threat hollow.]
H T: [in face] Your attitude is lousy. I’ve had with you. One more word and you’re out.
[pupil runs out]
Responses (N/A T, HT and A)
CONT A: Jo you know what the fair rule is: that’s a
minute after class.
Jo: Big deal! I don’t give a monkey’s…
A: [closes-in and with a calm voice ] Jo let’s go outside and talk.You have a choice Jo – settle and do your work or we’ll go to the office and call your mother / father. Jo you know I can’t let your behaviour upset the class. Change it. (Try to keep behaviour separate from person).
Assertive Discipline andLearning - 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 DISCIPLINEDemonstration
One teacher and two children
One being Non-Assertive teacher
One being Hostile teacher
One being Assertive teacher
How does it look?
ASSERTIVE DISCIPLINETheory 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 DISCIPLINETheory into Practice
Example:-
We follow directions first timeWe keep hands, feet, objects and unkind words to ourselvesWe stay on taskWe use the appropriate noise level We only walk in the classroom
ASSERTIVE DISCIPLINETheory into Practice
Positive Recognition
Praise– Non-verbal– Verbal
Tangible rewards– Individual / behaviour certificates etc.– Class Wide Rewards
Special privileges
Positive notes home
ASSERTIVE DISCIPLINETheory 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 DISCIPLINETheory into Practice
Establish a Discipline Hierarchy
Example:-1. Warning
2. Move to another place
3. Lose 1 min of break
4. Lose two mins break
5. Fill out a behaviour think sheet
6. Contact the parent
7. Head teacher & Parental meeting
8. Severe Clause
ASSERTIVE DISCIPLINETheory into Practice
DISPLAY THE PLAN BOLDLY IN CLASS TEACH YOUR CLASSROOM DISCIPLINE
PLAN SKILL REHEARSAL / UNDERSTANDING
RULES REWARDS CONSEQUENCES
------- ----------- ------------------
------- ----------- ------------------
------- ----------- ------------------
ASSERTIVE DISCIPLINETheory into Practice
SS sspecify activity type - give clear directions
PP purpose
R R resource
I I in or out of Seat
NN noise Level
TT time (in some schools on wall)
ASSERTIVE DISCIPLINETheory 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 DISCIPLINETheory 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, thanks looking my way.
He’s ready. The people in this row you are
sitting properly. They’re ready
Positive Repetition ( Supportive Feedback) After giving a “Direction”
ASSERTIVE DISCIPLINETheory 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 DISCIPLINETheory 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 DISCIPLINETheory 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 DISCIPLINETheory 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.
That’s neat work Karen and now you’re working quietly and learning.
Thank you.
[ NEED ALSO FOR FAST TRACK ]
ASSERTIVE DISCIPLINEDemonstration
• Use “ broken record” technique• Apply a consequence after giving a
“CHOICE”
TASK – ANALYSISBEHAVIOUR BRAINSTORM
What behaviours do I expect from differing activities so that my supportive language is specific and meaningful and age-appropriate to the children?
Task Analyse activities:- 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
ASSERTIVE DISCIPLINETheory into Practice
The art of teaching is the ability of successful teachers to blend academics and behaviour management efforts into a cohesive whole
ASSERTIVE DISCIPLINENEWPORT - 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.”
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 DISCIPLINEQUOTES (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
END