Assertive Discipline
by Canter, LeeEdition: 4th
Format: Paperback
Pub. Date: 2009-06-01
Publisher(s): Solution Tree
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Summary
In this revised and updated 4th edition of his classic Assertive Discipline, Lee Canter presents his three-step positive behavior management model that includes 1) how to give explicit directions, 2) how to positively recognize students who follow directions, and 3) how to take corrective actions when students choose not to follow directions. In this edition, educators will learn:
Table of Contents
| About the Author | p. xi |
| Introduction | p. 1 |
| Becoming an Effective Classroom Manager | |
| You Can Be an Effective Classroom Manager | p. 3 |
| Why Is Classroom Management Such a Significant Issue for Today's Teachers? | p. 3 |
| Why Are Some Teachers Such Effective Classroom Managers? | p. 5 |
| You Can Learn to Be an Effective Classroom Manager | p. 6 |
| Develop Your Teacher Voice | p. 9 |
| Attributes of the Teacher Voice | p. 9 |
| Building Your Teacher Voice | p. 13 |
| Hold High Expectations | p. 15 |
| Expect 100 Percent Compliance With Your Directions 100 Percent of the Time | p. 15 |
| Allow No Excuses for Disruptive Behavior | p. 16 |
| Always Sweat the Small Stuff | p. 17 |
| Never Back Down | p. 18 |
| Let Students Know You Are Not Going Away | p. 18 |
| Avoid Excessive Praise | p. 19 |
| The Lesson of High-Stakes Testing Days | p. 20 |
| Developing Your Classroom Discipline Plan | |
| Establish Rules | p. 23 |
| Advantages of Using a Classroom Discipline Plan | p. 24 |
| Developing Your Rules | p. 25 |
| Determine Positive Support Strategies | p. 27 |
| Positive Support for Individual Students | p. 27 |
| Classwide Positive Support: Points on the Board | p. 29 |
| Determine Corrective Actions | p. 33 |
| Why You Need to Take Corrective Actions | p. 33 |
| Guidelines for Planning the Use of Corrective Actions | p. 34 |
| Before You Implement Your Classroom Management Plan | p. 37 |
| Teaching Responsible Behavior | |
| Teach Policies and Procedures at the Beginning of the School Year | p. 39 |
| Determine Policies and Procedures | p. 39 |
| Planning to Teach a Lesson on Responsible Behavior | p. 41 |
| Responsible Behavior Lesson format | p. 44 |
| Develop a Responsible Behavior Curriculum | p. 47 |
| Determine the Order in Which You Will Teach the Content | p. 47 |
| Sample Responsible Behavior Curriculums | p. 48 |
| Utilizing the Behavior Management Cycle | |
| Effectively Communicate Explicit Directions | p. 57 |
| The Behavior Management Cycle | p. 57 |
| Step One: Clearly Communicate Explicit Directions | p. 58 |
| Utilize Behavioral Narration | p. 63 |
| The Trap of Responding to Off-Task Students | p. 63 |
| Behavioral Narration | p. 63 |
| Utilizing Behavioral Narration to Motivate Students to Get On Task | p. 67 |
| Utilizing Behavioral Narration to Keep Students On Task During Instructional Activities | p. 69 |
| Behavioral Narration Is No Substitute for Effective Instruction | p. 70 |
| Take Corrective Actions | p. 71 |
| Guidelines to Take Corrective Actions in Your Classroom | p. 71 |
| How Students Will Test You | p. 74 |
| Teach Students to Manage Their Own Behavior | p. 81 |
| The Levels of Classroom Management Structure | p. 81 |
| Level One: Highly Structured | p. 82 |
| Level Two: Moving Toward Self-Management | p. 84 |
| Level Three: Student Self-Management | p. 85 |
| Recalibrate | p. 86 |
| Reducing Disruptive Behavior | |
| Instructional Strategies That Reduce Disruptive Behavior | p. 89 |
| How to Provide Opportunities to Respond | p. 89 |
| Opportunity to Respond Strategies | p. 90 |
| Additional Strategies to Engage Students and Reduce Disruptive Behavior | p. 96 |
| Working With Difficult Students | |
| Build Positive Relationships With Students | p. 103 |
| The Trust Issue | p. 103 |
| Steps to Earn the Trust of All Your Students | p. 105 |
| Develop Individualized Behavior Plans | p. 115 |
| Guidelines to Developing an Individualized Behavior Plan | p. 115 |
| You Can't Do It on Your Own: Getting the Support You Need to Deal With Difficult Students | p. 119 |
| The Myth of the Good Teacher | p. 119 |
| Initial Steps to Obtain Support From Parents and Administrators | p. 120 |
| The Importance of Parental Support | p. 122 |
| Building Positive Relationships With Parents | p. 122 |
| Home-School Behavior Contract | p. 126 |
| Pulling It All Together | p. 127 |
| The Importance of Getting Support From Your Administrators | p. 127 |
| Appendix | |
| Mentors, Coaches, and School Leadership Teams: Structures to Support Classroom Teachers' Behavior Management Efforts | p. 131 |
| An Introduction to the Real Time Classroom Coaching Model | p. 133 |
| The Birth of the Real Time Classroom Coaching Model | p. 133 |
| Real-Time Feedback | p. 137 |
| Advantages of the Real Time Classroom Coaching Model | p. 140 |
| Supporting Struggling Teachers | p. 142 |
| An Introduction to Establishing a Schoolwide Assertive Discipline Program | p. 143 |
| Why So Many Schools' Behavior Management Efforts Are Ineffective | p. 143 |
| Schools Can Transform Their Learning Climate | p. 146 |
| Attributes of Schools With Effective Schoolwide Behavior Management Efforts | p. 146 |
| References and Resources | p. 155 |
| Index | p. 161 |
| Table of Contents provided by Ingram. All Rights Reserved. |
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