ASSERTIVE DISCIPLINE – THE KEY ELEMENTS OF OUR MASTER CLASS
The following are the sections contained within the Master Class file that participants receive as part of the training programme.
- THE CONTEXT OF ASSERTIVE DISCIPLINE
How AD fits in to the teaching and learning process; AD as a training process – cognitive, affective and behavioural components.
Our traditional view of managing behaviour; why we don’t always do as we planned; increasing levels of pupil challenge; the rapidly changing nature of childhood; adult-child roles; the need to teach responsible behaviour
- THE 3 R’s OF BEHAVIOUR The conditions for learning – how well are these established with our classes?
A ‘behaviour audit’ of the classes we teach; at the establishment phase – establishing the conditions for learning by being assertive, having a plan, and teaching responsible behaviour
- “TELLING ISN’T TEACHING” Tell, instruct, coach, encourage, empower. Flexible responses to behaviour – what responses might we use with different classes or different pupils?
- Directive behaviour from teacher – high or low
- Supportive behaviour from teacher – high or low
Employing these styles in the context of the diverse classroom; the dynamics of the classroom
- BEING ASSERTIVE
Managing our own feelings when faced with difficult behaviour – the difference between reactive and proactive responses
Teacher communication styles, school cultures; script and body language; the language of choice; redirecting behaviour; practising the assertive skills
- HAVING A BEHAVIOUR PLAN
The components of a behaviour plan for the classroom – what are the essential elements?
- “rules” (the guidelines for composing them)
- “rewards” (non-verbal, verbal and material incentives)
- “sanctions” (non-verbal, verbal and material disincentives)
- THE 3 STEPS FOR TEACHING RESPONSIBLE BEHAVIOUR
At the establishment phase, how do we teach and coach behaviour?
The A-B-C of Behaviour; the social influences upon behaviour.
Converting the conventional behaviour plan into a teaching method (“Rules” become the behaviour curriculum; “Rewards” become a tool for amplifying the supportive feedback; “Sanctions” become a tool for amplifying the corrective feedback).
- GIVING CLEAR DIRECTIONS
Why they are needed at the establishment phase with a class
- the components of a clear activity direction (“PRINT”)
- establishing routines for the lesson
- PROVIDING SUPPORTIVE FEEDBACK
Coaching better behaviour; the idea of amplifying the supportive feedback
- via non-verbal means
- verbal e.g. positive repetition
- ‘material’ e.g. classwide rewards
- TAKING CORRECTIVE ACTION
The idea of amplifying the corrective feedback via
- non-verbal means
- verbal e.g. clear reminder or warning
- ‘material’ e.g. discipline hierarchy
- TACKLING TOUGH BEHAVIOUR
“Thinking brain” and “emotional brain” – differences in communication; using the refocusing technique; one-to-one meetings; whole class meetings.
References for this programme:
Canter, L. & Canter, M. (2001) Assertive Discipline : Positive Behaviour Management for Today’s Classroom (3rd. Edition) Canter & Associates
Canter, L. (2002) Responsible Behaviour Curriculum Guide Canter & Associates
Moss, G. & Bayley, J (2006) The New Assertive Discipline : A Master Class CD Resource Pack, Behaviour & Learning Management.
These and other teaching-learning resources available from Behaviour & Learning Management, 321, Eagle Tower, Montpellier Drive, Cheltenham, GL50 1TA tel: 0870 241 8262 email firstname.lastname@example.org