Assertive Discipline--New and Revised: Positive Behavior Management for Today's Classroom

by Marlene Canter and Lee Canter

For 25 years, this American classic has shown how effective classroom behavior management goes hand in hand with master teaching. In this third edition, greater emphasis is placed on a proactive... This description may be from another edition of this product.

• Format: Paperback
• Language: English
• ISBN: 0939007452
• ISBN13: 9780939007455
• Release Date: January 1992
• Publisher: Canter & Associates
• Length: 263 Pages
• Weight: 1.25 lbs.
• Dimensions: 0.7" x 7.3" x 9.3"

Customer Reviews

great book

This was a required text for an online class. I have found it to be very helpful & will probably use it as a reference throughout my teaching career.

Should Be Mandatory Reading In Teacher's Colleges

I've been using Assertive Discipline since 1987. I've used it in 4 different schools, (elementary and secondary), during summer school sessions and in CCD classes. My very first year using it, it eliminated 99% of any and all discipline problems I was having. Students quickly learned what the rules were and what would happen if they chose to break those rules. This created an environment that was conducive to learning. The students were more relaxed because the atmosphere was orderly and calm. One of the positive rewards I used was positive notes and phone calls home. Parents were pleased and surprised to get a phone call from the school telling them that their child appeared happy in class, was performing well, turning in all his homework, etc. I used other rewards as well, such as points towards individual and class-wide rewards, etc. I actually had students spurring each other on to make sure they turned in their homework, completed their work accurately and neatly and so on. The use of Assertive Discipline will remove much of the uncertainty from teaching. It answers the question, "What will I do when...?" You will have a plan. The students will know what will happen if they choose to misbehave. It's not simply about 'rewards and punishments' as it is about learning to make appropriate choices. We all have to do that, and we all have to learn to do it sometime. Most students know how to behave properly. Sadly, many choose not to. I'm not a social worker, but I have a job to do and I can't do it if there's chaos in the classroom. This program is especially useful for new teachers. If you're having trouble with classroom management, if you're feeling tired and stressed-out, if you find yourself REPEATING INSTRUCTIONS OVER AND OVER AND OVER AND OVER, then do yourself a favor and BUY THIS BOOK!! The modest investment that it costs is nothing compared to the peace of mind that it will bring. Teachers who have been around a while develop an "aura". All they have to do is LOOK at a student and that student will usually settle down. It takes a few years to develop that "aura". I believe that that aura is based to a large extent on self-confidence and the teacher's reputation. We develop self-confidence by accumulating a history of success in dealing with difficult situations, and we get a "good" reputation among students from being, among other things, firm but fair. Assertive Discipline will help you be firm but fair in your classroom management efforts, and it will help you build a history of success in dealing with difficult classroom management situations.

If you yelled at your class this week, you need this book

I first encountered Lee Canter's Assertive Discipline concepts in college, and again later while on the board of directors for a school.Canter's approach is PRACTICAL, not ideological, and his goal is for you to have a classroom in which you can teach.That's it: simply a classroom environment that is functional enough that you can teach. I disagree with a previous reviewer: the point behind classroom discipline isn't to teach "critical thinking skills" or to have students analyze whether "Please take out your homework and pass it to the front of the classroom" is a reasonable, just, appropriate, or relevant instruction.Getting compliance with basic classroom rules is NOT the same as controlling or manipulating students. You, the teacher, are supposed to be in charge of what happens in your classroom. Living up to your job description will not hurt your students or turn them into uncritical automata. The real purpose of classroom management is to make it possible for you to TEACH in the first place. The fact is that, no matter how brilliantly you present today's objectives, if the classroom is too loud and chaotic for students to pay attention, then you might as well have just stayed in bed. I really believe that the first step in direct instruction is to provide a classroom where students are able to be in their places, to look at you, and to pay attention -- or at least not prevent everyone else from doing so.One idea I developed from Canter's book: attitudes are the family's problem. Even if the family is failing at their job, I'm STILL not the parent, and -- while I want my students to be happy and well-adjusted, and I certainly facilitate that noble goal -- my REAL JOB is to get them to do their work, not to throw a fit if they don't happen to hand in their papers with gracious smiles. Similarly, I actually do NEED my students to be quiet when I'm explaining the next assignment, but I don't NEED them to "wipe that scowl off your face while I'm talking."Canter's book helps you understand the effectiveness of clearly drawn "lines in the sand" and absolutely certain, wholly impartial, escalating consequences which are given to any student crossing those lines.I have used Assertive Discipline techniques to help parents. In one memorable instance, a young mother was very inconsistently screaming and paddling her toddler for "thinking(!) about getting into the refrigerator."Using Canter's framework, we worked out the difference between perceived intention and actual action, and the importance of a clearly understood, black-or-white rule.This mother resolved to enforce "Do not OPEN the refrigerator" as her rule, and developed a escalating list of reactions, so that she had clear alternatives to her screaming fits and paddle-swinging.Consequences were applied with 100% certainty and 100% impartiality. Screaming was forbidden. The mother decided to make paddling an absolute last resort.Two weeks later, the problem was completely gone, and

Exceptional resource for new teachers!

As a new teacher, I was desperately searching for a guide to assist me in classroom management and Lee Canter provided it! This book can be useful for all K-12 teachers. It includes helpful examples of classroom situations, many which explain actions to take when students do not respond to preliminary behavior management. This book provides realistic, practical and applicable advice for today's classroom teacher. I highly recommend it.

Canters' book offers a practical way to reach every child.

I felt that this was a well thought out method of providing structure in the classroom. The ideas presented are practical and allow a teacher to satisfy the needs of all students while teaching. I have put some of these methods into practice with amazing results. Suddenly, even the most troubled student feels that he can be successful in class. Most students with behavior problems simply need the right type of attention - once they have it, their unproductive behaviors begin to fade. I was amazed at the response I received from using these techniques - I connected with a particular student that I thought would never be reached.