Canter (2010) views classroom control using a behaviorist framework, which emphasizes the ideas that the right to teach and the right to expect disciplined students should be the focus of teachers. Canter divides the behaviors of different teachers based on the way they respond to students. These behaviors include non-assertive reactions, hostile reactions, and assertive reactions. Canter also identifies different ways in which students relate to teachers based on their behaviors. Non-assertive teacher behaviors lead to a chaotic environment of regular disruptions that harms the educational attainment of students. Hostile teachers become student enemies and are often feared. Assertive teachers earn respect and trust from their students, which lead to disciplined students. Canter also identifies the rights of both teachers and students in the classroom environment. These rights promote an assertive classroom environment. In the book, different fallacies about discipline that teachers believe are also explained. Canter includes suggestions on how teachers can become more assertive in the classroom and at the school in general.
Outline of Major Points
Teachers respond to students through three response styles, which include non-assertive, hostile, and assertive ( Canter, 2010 , pp.8-10).
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Non-assertive teachers are those who fail to express their needs clearly and to reinforce their expressions with a positive action. Non-assertiveness leads to frustrations, stress accumulation, and burn out among teachers. Among students, this leads to feelings of anger, manipulation, and frustration as they do not understand their classroom limits ( Canter, 2010 , p.8).
Hostile teachers express their needs without respecting the well-being of students. This leads to a harmful and self-defeating relationship between students and teachers. Students dislike and fear hostile teachers ( Canter, 2010 , p.10).
Assertive teachers communicate their needs firmly and clearly and reinforce their expressions with adequate actions. Students consider assertive teachers to be fair, and, thus, respect and trust them ( Canter, 2010 , p.9).
The rights of teachers and students foster an assertive discipline.
Teachers have the right to design a classroom routine and structure to offer an optimal learning environment, to establish and request correct discipline from students that meet their needs and promote the development of students, and to request for assistance from educational stakeholders when they need help with students ( Canter, 2010 , p.20).
The rights of students include the right to have good teachers who can help them behave correctly, the right to have good teachers who can support positive behavior among students, and the right to decide their behaviors and understand the consequences ( Canter, 2010 , p.28).
Teachers, however, question the way they discipline students because of different misconceptions. These misconceptions include that they will cause students irreparable harm if they discipline students, and that teachers must avoid conflicts with students even if students cause chaos in the classroom. Other misconceptions include that teachers should praise good student behaviors and ignore bad behaviors to support positive behavior among students and that teachers should help students express their emotions before encouraging them to behave when the students are disruptive and upset ( Canter, 2010 , pp.15-19).
Teachers can establish their rights in the classroom by identifying the behaviors or rules they need. The behaviors or rules may entail rules like no screening, no destroying property, low level of noise, follow directions, no fighting, raise the hand to speak, and no eating in class ( Canter, 2010 , pp.25-29). The number of behaviors or rules should not exceed five.
Characteristics of assertive teachers include teachers who consider that students require positive boundaries and they are ready to establish the restrictions through both actions and words. Assertive teachers also react to inappropriate behavior persistently by reinforcing their words and enforcing rules regularly. Assertive teachers also credit students and communicate their recognition to students when students behave appropriately ( Canter, 2010 , pp.11-13).
The components of assertive responses include communicating disapproval followed by an expression of what a student should do ( Canter, 2010 , p.12).
The key impediment that teachers face when trying to become assertive is the negative expectation they have regarding their ability to handle students effectively. Teachers must, however, differentiate between an inability to behave and the possibility of not behaving because different issues affect student behaviors and make them challenging to handle. None of these issues, however, can hinder a student from behaving ( Canter, 2010 , pp. 15-21).
Teachers can influence different student reactions using different strategies, such as setting verbal limits, using the broken record technique, using the limit setting consequences technique, using positive reinforcement and using contracts.
The setting verbal limits technique entail using I messages, questions and hints to demand students to do something with an implication of potential consequences. This teaches students to be listeners or to be obedient ( Canter, 2010 , pp.12-13).
The broken record method assists teachers to relax and avoid debating, fighting or arguing with students ( Canter, 2010 , pp.83-87).
Limit setting consequences entail timing out with students and sending them assignments. It can be achieved through removing positive activities or privileges like recess or free time; having students stay after school, or sending a note home for parents to offer a negative consequence like not watching TV ( Canter, 2010 , pp.27-28).
Positive reinforcement entails communicating with parents positively, offering special privileges like games or additional free time; or offering material rewards like pens ( Canter, 2010 , pp.21-22).
Contracts must be designed positively, developed to offer positive consequences fast, be flexible, and developed to include limit setting consequences ( Canter, 2010 , p.126-127).
Three Meaningful Quotations
“ You can establish a classroom environment that lights you up and promotes the academic success of all your students” ( Canter, 2010 , p.7).
“ A major challenge for new teachers and those struggling with behavior issues is for them to develop what I call their “teacher voice”” ( Canter, 2010 , p.8).
“ There will be times, however, when students will choose not to follow the rules of the classroom” ( Canter, 2010 , p.30).
Reference
Canter, L. (2010). A assertive D iscipline: Positive B ehavior M anagement for T oday's C lassroom . Bloomington, Ind: Solution Tree Press.
