Assertive Discipline

Miss Collin was a nasty teacher that I had when I was 6 or 7 years old and, as a result of the psychotherapy I underwent in later years, I am now able to ordinate that this teacher is responsible for close of the psychological damage I suffered with resulting suicidal tendencies. She used terror and humiliation to keep sound out in the classroom and did non hesitate to use the strap as her method of control (Warnes 1). School sisterren shouldnt be afraid to attend their naturalise because the teachers humiliate pupils, atomic number 18 mean and pass on strict rules.The boilers suit purpose of public schools is to provide a simple happen uponing environment so a student can obtain a close education. All students should be treated equally no thing where they are and should have the same rights as adults so they can reach their goal of graduating. clear up is much than keeping a group of children or young people static while being talked to. Preserving good demeanor is certainly matchless aspect to condition, for learning it in an atmosphere of confusion is vexed. Children have to learn to conform to the rules of behavior filmed in a classroom.Teachers have the right to ask for a quiet class, keep the students in their seats, and have the right to discipline them if they do not cooperate. When a teacher expresses his or her thoughts, witnessings, and beliefs in direct, honest, and appropriate ways that do not violate the right of others, and when the message does not humiliate, degrade, or dominate the one being talked to, he or she is using Assertive Discipline. In order for a teacher to brinytain control of his or her class they must use Assertive Discipline. In order for a teacher to have his or her inescapably met, they can influence the behavior of the children.Without influence a teacher is powerless and will become burned out. (Canter, 2) There is no simple answer to why this happens. A number of complex factors have combined to cre ate an environment in which teachers are having get to in getting personal and professional take met. Until the past decade, the teacher was looked at as the main person in the classroom by students and parents. The teacher, simply because of their role status, had respect and authority. Thus, the teacher was a mesomorphic figure in the eyes of the students and could easily influence the students behavior, often with just a look, smile, or a threat.All of that is now changed. Today, a teacher has to earn the respect of both the students and their parents. A teachers basic techniques of influence, or discipline, is no longer as effective as getting the desired results. The discipline approaches of the 1950s and 1960s do not work with the students of the 1990s. In addition, the teacher cannot rely on the strong fight of the parents all much. Many parents are openly questioning, the education that their children are receiving, and do not feel they want to bind the needs of their childs teachers.Teachers cannot get their needs met in a classroom unless they have an effective method of discipline in which they thoroughly construe and comfortable utilize. An imperative teacher is One who clearly and firmly communicates his or her wants and needs to his or her students, and is brisk to reinforce their words with appropriate actions. (Canter,9) When a teacher is forceful, and clearly and firmly communicates their wants and feelings to a child, they send a clear message. This message simply states I mean what I say and say what I mean. (Collins, 155) downward(a)wind Canter, a child guidance specialist, has found that while most teachers make lesson plans as a operation matter, very few make discipline plans. Planning is essential to teaching well. Lesson think is second nature to teachers. Lesson plans are breach of a professional routine, and are done almost automati call backy when the need arises. However, planning for discipline is an entirely dif ferent story. The vast majority of teachers have learned or have been exposed to the move involved in planning discipline programs, especially those to be used specifically with roiling students.Because of teachers frustrations, all we often hear is their complaining about how difficult the students really are. Such complaining may help to relieve the strain of dealing with difficult students, but it in no way helps to lap up the problem. Planning your discipline efforts, and utilizing assertive rationales, are as essential to teaching as a lesson plan. (Charles,128) Discipline planning will structure and guide classroom management efforts the same as lesson planning for donnish efforts. Discipline plans are authoritative and helpful to all teachers.Charles, urges to make discipline plans according to the following steps Identify any existing or potential discipline problems, specify the behaviors you want the students to eliminate or engage in, decide on prohibit and posit ive consequences appropriate to the student and situation, and decide how to execute the negative and positive consequences. (Charles, 129) Discipline planning is the systematic applications of the assertive principles the teacher exhibits. It involves focusing your attention on any existing or potential discipline problems you may have.These discipline problems may involve an individual student, or a group of students, or an entire class. Having good discipline enables the teacher to deal assertively with their students. He or she will know how to maximize their potential influence to get their needs met, with to a greater extent difficult situations it may be useful for the teacher to engage in problem-solving and discipline planning with peers, school psychologist, principle or anyone who may be familiar with the students or have successfully managed similar problems.One lowest area needed for discipline planning are special activities. Special activities are those activities th e students do not consistently engage in, for example, field trips or assemblies. A day or so before much(prenominal) an activity, the teacher must have some basic discipline planning. Once again, the teacher must define the behavior wanted and not wanted, the limit setting and positive consequences, and how the program will be started. The assertive teacher get alongs the fact that he or she has wants and needs and has the right to get them met in the classroom.The teacher is to a fault aware of the limitations and realizes that they have the right to ask for assistance, whether it is from the principle, parents, or peers. (Charles,37) The assertive teacher should be aware of the childs need for warmth and support. An assertive teacher is aware that a limit setting response must be delivered in as effective a manner as possible. Eye contact is very important when trying to get a point made. Whenever necessary, the teacher plans how to back up their limit setting education with appropriate consequences.This is done in order to maximize the influence that his or her response can have on the behavior of the child. (Canter, 28) Whenever required, teachers should be prepared to back up their words with consequences in order to trigger off the behavior of more difficult children. He or she is aware some children need more support than others and is prepared to give that child as much as they can. (Canter, 32). The children learn to trust and respect an assertive teacher. The children clearly know the parameters of studyable and unacceptable behavior.This gives them an opportunity to choose how they want to stomach while intimate fully what the consequences will be for their behaviors. This does not mean that every child will like an assertive teacher, and does not mean that every child will behave. Some children may still decide not behave for any reason. All that an assertive teacher can do by his or her behavior is try to establish an atmosphere where he or she maximizes the potential for a positive teacher child relationship. The major area where being an assertive teacher helps a child is when the student has special needs or problems.This when a teacher needs to step things up a notch and become more assertive. Some teachers may lose track of their assertive potential, but they have to teach the child how to behave in the appropriate manner. (Canter, 46) One problem area where a child needs assertive discipline is when he or she is confronted with peer pressure. This is when the students fellow peers force him or her to do something, like throw clapper balls or make funny noises to win the approval of others. This problem can be solved by confronting the child and telling him what he or she is doing wrong.This problem can also be solved by giving out a punishment like, writing on the chalkboard or may be standing in the corner with his or her back turned to the rest of the class. If all else fails, the teacher may want to call the childs home and plan a conference with the students parents. Though most teachers feel be and overwhelmed by parents, especially if they are pushy or manipulative, they need to take a stand and thoroughly explain the situation going on with their child. (Rich, 145) The teacher has to be assertive with the parents and the child.The teacher should not down grade the problems they are having with their child. Instead they should tell the parents the way things are. For instance a teacher should not call the childs parents and say, we have a little problem with your son, when in actuality, the child had a violent tantrum. The teacher should let the parents know that they need their cooperation to discipline the child at home for his tantrum. If the teacher does not tell the parents what they very feel then the childs tantrum will be even worse the next time.The corner pitfall of assertive discipline is the potential positive influence teachers can have on the behavior of their s tudents. kick in in hand with influence goes responsibility. (Canter, 57) When teachers accept the consequences of their potential influence they accept the consequences of their potential influence they accept the responsibility to choose, or not to choose, to utilize this potential for the best interest of both themselves and the students. Assertive teachers recognize the responsibilities they have for the children.They know they cannot assert themselves and get their needs and the children needs met. They know they can have the wallop on their classrooms if they choose to do so. Other teachers choose not to accept the reality of their potential influence. Thus, they are confronted with the following situations they place themselves in a powerless position. They view themselves as a helpless dupe at the mercy of the students, their parents, the principle, and the school system. Such teachers become the complainers.They complain about everyone and everything that victimize them . Charles, 120) They end up blaming all of their problems on others, and never on themselves. Mandatory alikes is an answer that some give to stop the new-fangled and alarming rise in delirium and drop out rates in our public schools. Those that support uniforms argue that uniforms disguise economic and ethnic backgrounds, so students are no longer jealous of others. The pecuniary burden on parents is lifted. But do uniforms really give all of these benefits? Can just one change in public schools make them so much better?The wearing of uniforms in more of the nations public schools has been a much-talked about issue recently, with President Clinton and several members of Congress voicing their support. Supporters of school uniforms say social and economic classes would no longer be revealed by students clothing, schools will have more of a sense of community, and students self-esteem will improve. Some gang members have hurt or murdered not guilty people because of a disguisee d item of clothing they chose to wear. Proponents assert that uniforms will reduce this type of violence in schools and, therefore, make classes safe and orderly.Uniforms have been shown to reduce absentee rates as well. In situations where there are several different financial backgrounds attending the same school students may be under pressure, and possibly ridiculed because of failure to conform to the latest fashion trends. Everybody wearing the same styles of clothes might eliminate that. In response to growing levels of violence in our schools, many parents, teachers, and school officials have come to see school uniforms as one positive and creative way to reduce discipline problems and increase school safety.They observed that the adoption of school uniform policies can promote school safety, improve discipline, and enhance the learning environment. As a result, many local communities are deciding to adopt school uniform policies as part of an overall program to improve sch ool safety and discipline. California, Florida, Georgia, Indiana, Louisiana, Maryland, New York, Tennessee, Utah and Virginia have enacted school uniform regulations. Even though social and economic barriers can be torn down, some schools have not had as much success.In fact, implementing mandatory school uniforms can be dangerous because it provides the community with a false sense of security. It is like putting a small bandage on an enormous wound, alternatively of attempting to find ways to truly deal with the bleeding. Although this can happen, uniforms prove to continue to be a success. In a recent study of uniforms in Georgia Schools, eighty percent of students stated that they did not feel that the uniforms reduced fights and 68. % felt that uniforms did not help to make them feel a part of school. I myself would not feel at any way individually squashed if I were made to wear a uniform. Everyone must look at the main issue pertaining to this topic. Our lives, without our in dividuality is meaningless. I would be more than instinctive to wear a uniform to school and be safe and let my personality express my individualism, and be judged for what I am than to be judged and be put into a life threatening situation for what color I was wearing.