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Canter: Principal Teachings Cheat Sheet by

Canter: Principal Teachings
management     theory     principle     classroom     teachings     canter

Introd­uction: Classroom Management Theory

Assert­iveness and insistence are at the focus of Canter's model.
If, at first, these do not elicit the desired behavior from students,
well organized follow up procedures are brought into play.
This model provides a very powerful system of corrective discip­line.
(Teacher Matters, 2012)

Unders­tanding the Discipline

Catch the students doing GOOD
Recognize and reinforce approp­riate behavior
Let the students know when you approve of the behavior
Let students know when you disapprove of the behavior
Guide them through their choices and teach them good behavior
Students obey the rules because they understand the conseq­uences

The Teacher

No student will stop the teacher from teaching
No student will prevent another student from learning
No student will engage in behavior that is not in the best interest of the learning enviro­nment
A student who chooses to behave approp­ria­tely, will be immedi­ately recognize for such behavior
Assertive teachers are “In Charge” of the classroom
Assertive teachers have the skills and confidence necessary to “take charge” in their classroom
(Canter Principal Teachings – Ayoub, 2011)

Using Assertive Discipline

Dismiss the thought that there is any acceptable reason for misbeh­avior
Implement the program immedi­ately
Keep the classroom organized and maintain a positive enviro­nment
Select four or five rules that are specific, easy to understand and implement them in the classroom
Determine negative conseq­uences for misbeh­avior
Determine positive conseq­uences for approp­riate behavior
List the rules on the board
Put positive and negative conseq­uences in writing
Send rules and expect­ations home and explain the program to parent­s/g­uardian

Canter said it best:

Students need teachers who can create classroom enviro­nments in which teaching and learning can take place. Every student has the right to a learning enviro­nment that is free from disrup­tion. Students also need teachers who help them learn how to behave approp­riately in school. Many students who are catego­rized as behavior problems would not be so labeled if their teachers had taught them how to behave approp­riately in the classroom and had raised their self­-­esteem.
 

Assertive Discipline Overview

1. Organized, Teache­r-i­n-C­harge classroom enviro­nment
2. Start beginning of the school year insuring that all students know what to expect in the classr­oom.        
3. Establish a set of classroom rules, four or five that are specific and easy to unders­tand.
 ­ ­ ­ i. Display the rules in the classroom, so everyone can see what they are.
 ­ ­ ­ ii. A handout of rules for high school students maybe more approp­riate than posting them in the classroom
4. Create a Systematic Discipline Plan that explains exactly what will happen when students choose to misbehave. Remember an effective discipline plan is applied to all students fairly and is based around positive reinfo­rce­ment.
 ­ ­ ­ i. The Discipline Plan is created by the teacher to fit the grade and the classroom needs.
 ­ ­ ­ ii. Establish a maximum of "Five Conseq­uences for Misbeh­avi­or" (examp­les):
 ­ ­ ­ ­ ­ ­ ­ a. First time student breaks rule: student is warned
 ­ ­ ­ ­ ­ ­ ­ b. Second time: student has 5 minute timeout
 ­ ­ ­ ­ ­ ­ ­ c. Third time: student has a 10 minute timeout
 ­ ­ ­ ­ ­ ­ ­ d. Fourth time: teacher calls the parent
 ­ ­ ­ ­ ­ ­ ­ e. Fifth time: the student goes to the principal
 ­ ­ ­ iii. Some teachers write names on the chalkboard (Canter suggests a clipboard) and use check marks, where others have students in a time out at the second infrac­tion. The use of proximity and moving misbeh­aving student are very effective tools. When working with high school students, the teacher needs to develop age approp­riate conseq­uences.
 ­ ­ ­ iv. Put the Discipline plan in writing
 ­ ­ ­ ­ ­ ­ ­ a. Send written discipline plan home to parents.
 ­ ­ ­ ­ ­ ­ ­ ­ ­ a. Eliminates surprises if the teacher has to call home about a student who chooses to misbehave
 ­ ­ ­ ­ ­ ­ ­ ­ ­ b. Have the students and parents sign the plan
 ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ a Encourage parents to be active in their child's education
5. Remain Assertive (Gurcan and Tekin, n.d.)
 ­ ­ ­ i. Identify wants and feeling in interp­ersonal situations
 ­ ­ ­ ii. Verbalize wants and feelings in a straight forward manner
 ­ ­ ­ iii. Persist in stating wants and feelings
 ­ ­ ­ iv. Use firm tone of voice
 ­ ­ ­ v. Maintain eye contact when speaking
 ­ ­ ­ vi. Reinforce verbal statements with nonverbal gestures
6. Use Positive Reinfo­rcement
 ­ ­ ­ i. Teach students desired behavior through modeling and positive verbal explan­ations
 ­ ­ ­ ii. Determine positive conseq­uences for approp­riate behavior
 ­ ­ ­ iii. Encourage students to take respon­sib­ility for their choices and behavior
 ­ ­ ­ ­ ­ ­ ­ a. Use verbal praise and positive repetition techniques
 ­ ­ ­ ­ ­ ­ ­ b. Incentive reward system (examples)
 ­ ­ ­ ­ ­ ­ ­ c. Send home notes of praise to show parents
 ­ ­ ­ ­ ­ ­ ­ d. Incentives for individual or group rewards

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