THE CENTER MODEL

OF ASSERTIVE DISCIPLINE
ASSERTIVE DISCIPLINE – THE USE OF
THE FOLLOWING BEHAVIORS. TO BE AFFECTIVE
THEY MUST BE USED CONSISTENTLY:
• Identity expectations clearly.
• Be willing to say “I like that” or “I don’t like that”
• Be persistent in stating expectations and feelings.
• Use a firm tone of voice.
• Maintain eye contact.
• Use non-verbal gestures in support of verbal statements.
• Use hints, questions, and I-messages rather than demands or requests for
appropriate behavior. I-messages are statements about yourself and your
feelings that “I felt let down”. Instead of “you-messages”, like “you broke your
promise” which start with an accusation which makes the “you” defensive and
so the problem escalates.
• Follow-up with promises (reasonable consequences, previously established)
rather than threats.
• Be assertive in confrontations with students, include the use of statement
of expectation, indicate consequences that will occur, and note why action
is necessary

• ASSERTIVE DISCIPLINE – Is a structured, systematic

approach designed to assist teachers in managing an
organized, teacher-in-charge classroom environment. The
teacher is the captain of his/her classroom.
SCHOOLS DIFFER IN HOW THEY ACHIEVE AND MAINTAIN
GOOD DISCIPLINE. FOLLOWING ARE SOME COMMON
PRACTICES:
• Discipline in the students’ responsibility: if they misbehave, the teacher
accepts no excuses. They must be ready for the consequences.
• Discipline is the teachers’ way of establishing a desirable student-oriented
environment for learning. Teams of learners work and study together for a
common goal, thus lessening the occurrence of discipline problems.
• Discipline is coupled with effective teaching strategies and techniques. A
well-planned learning activity will go on smoothly with the interruptions
caused by misbehavior.
• Discipline is achieved through the effects of group dynamics on behavior.
individual behavior affects the group likewise the group’s expectations win
the individual behavior. Classroom control is maintained.
• Discipline is believed to be the exclusive responsibility of the teachers.
They have the right to insist on proper behavior. They announce the rules
that students are expected to follow. Good behavior is rewarded and had
behavior is dealt with accordingly.
WAYS OF DEALING WITH DISCIPLINE PROBLEMS
ACCEPTABLE AND EFFECTIVE:

1. Use verbal reinforcers that encourages good behavior and discourage had
tendencies.
2. Use nonverbal gestures, frown or a hard look to dissuade them from mischiefs.
3. Dialogues can help in discovering problems and agreeing on mutually
beneficial solutions.
4. Focus attention on one who is unruly and is about to disturb the neighbors.
Lead him/her to a secluded area and nicely convince him/her to be quiet.
5. Award merits for good behavior and demerits or inconsistencies and lapses.
6. A private one-on-one brief conference can lead to a better understanding of
mistakes that need to be remedied or improved.
7. Give students the freedom to express or explain agitated feelings and
misgivings rather than censure them right away.
UNACCEPTABLE AND INEFFECTIVE

1. Scolding and harsh words as a reprimand will have a negative effect on the
entire class.
2. Nagging and faultfinding, together with long “sermons” are repugnant and
nasty.
3. Keeping a student in a “detention area” during or after classes as a penalty
for misbehaviors is a waste of time and occasion for learning. The shameful
experience is not easy to forget.
4. Denying a student some privileges due to unnecessary hyperactivity can all
the more encourage repetitions.
5. Assignment of additional homework compared to the rest make can make
them dislike the subject.
6. Use of ridicule or sarcasm could humiliate and embarrass a student.
7. Grades for academic achievement should not be affected due to
misdemeanor.
FIVE (5) EFFECTIVE DISCIPLINARY INTERVENTIONS
BACKED UP BY RESEARCH :
• Teacher reaction – includes verbal and physical behaviors of teachers that
indicate to students that their behavior is appropriate or inappropriate.
• Tangible recognition – includes those strategies in which students are
provided with some symbol or token for appropriate behavior.
• Direct cost – involves those interventions that involve a direct and
concrete consequences for misbehavior; involve an explicit and direct
consequence for inappropriate student behavior.
• Group contingency – a group of students meets the behavioral criterion to
earn credit.
• Home contingency – involves making parents aware of the positive and
negative behaviors of their children by way of a note, a phone call or a
visit.

The guiding principle for disciplinary interventions is that they

should include a healthy balance between negative consequences
for inappropriate behavior and positive consequences for
inappropriate behavior.
END
THANK YOU!

REPORTERS:
MATA, WENNIELENE R.
REMIGIO, SHERYL L.
ROMERO, BEATRISE CECILLE G.