THEORIES OF

ASSERTIVE TACTICS
(LEE CANTER, MARLENE CANTER)

LEE & MARLENE

CANTER
Published book Assertive Discipline: A Take Charge
Approach for Todays Educator (1976).
Students have the right to learn in a calm, organized
classroom.
Teachers have the right to teach in a classroom free
of interruption and misbehavior.
Assertive teachers model classroom expectations
clearly, confidently and consistently.

ASSERTIVE TACTICS..
A structured, systematic approach designed to assist
educators in organized, teacher-in-charge classroom
environment.
Involves a high level of teacher control in the class.
The goal is to allow teacher to engage students
uninterrupted by students misbehaviour.
Evolved since the mid 70's.

HOW TO USE
ASSERTIVE DISCIPLINE
Dismiss the thought that there is any reason for
misbehaviour.
Decide which rules you wish to implement.
Determine negative consequences for
noncompliance
Determine positive consequences for appropriate
behavior.
List the rules on the board along with the positive
and negative consequences.
Implement the program immediately.

ASSERTIVE TACTICS: IN
THE CLASSROOM
Provide a clear set of rules.
Explain why rules are needed.
Make sure rules are understood by all.
Explain rewards and consequences.
Utilize positive consequences consistently.
Utilize negative consequences consistently.

ASSUMPTIONS OF THIS
APPROACH INCLUDE:
Students will misbehave.
Students must be forced to comply with rules.
Teachers have needs, wants and feelings and the
right to teach without interruption by students
misbehaving.
Punishment will make students avoid breaking rules
and positive reinforcement will encourage good
behavior.

WEAKNESSES OF THE MODEL.

Canters research to develop the program was with
children with special needs. Canter assumes that the
system will work with all students.
The "assertive discipline" system is woefully short on
hard research data to justify its contentions.
Rules and consequences are determined by an
authority figure and students are told they can
choose to obey or not.