At some point, all teachers experience student misbehavior in the classroom.  How the teacher handles this misbehavior will determine whether the student will repeat the action.  The Assertive Discipline Approach by Lee and Marlene Canter suggests that the teacher develop a general set of classroom rules and assign a step of consequences and reinforcements.  This approach is included in the Rules and Consequences section in the class textbook.  ‘The assertive discipline model is concerned with a teacher asserting his or her rights and putting together a plan of rewards and punishments that will enforce the teachers authority” (Wolfgang, p.100).  Another model that I like is the Rogerian Emotionally Supportive Model.  The techniques of this model come from the Rogerian theory and Thomas Gordon.  In this method the teacher actively listens to the problems of the student.  The teacher uses I-messages and door opener questions to allow the student to open up more.

          When utilizing the Assertive Discipline Model there are four reasons that make it simple to use.  It utilizes a simple, no-fuss approach to classroom management.  For example, there is not any long list of details or certain procedures to follow.  This model places responsibility for student misbehavior squarely on the shoulders of the student, not the teacher.  For example, the students already know the rules and the consequences to follow them.  The teacher would have already taught the class the rules and consequences.  The students, therefore, are expected to behave appropriately. This discipline is easy to develop.   This model does not require any strenuous thought or work.  Lastly, it allows students input for rules, reinforcements, and consequences.            The students can help create rules within the classroom but not for the whole school.  For example, NO talking during quiet work, if talking occurs NO RECESS.

          The Rogerian Model is one main focus but can be broken down into four ways to help the students.  The students learn to solve their own problems, which they must develop responsibility.  For example, the student may need to take their problem in their own hands and figure out the best solution.  “Techniques such as I-messages, no-lose problem solving, and the prohibition of punishment are used in a manner that spare the students feeling of guilt and related resentment” (Wolfgang, p.224).  For example, students are shown ways to talk about their problems in a calmly manner instead of being in an outrage.  Teachers who use this model are given a new guidance to problem ownership.  For example, the teacher does not feel that he or she is the problem for the student.  The teacher needs to know certain appropriate behavior to get the student to speak about their problems.  Finally, the method used does not require too much power. For example, the teacher is more of a listener to the student than a drill sergeant.

          However, in the Assertive Discipline Model there are a few limitations.  Here are a few reasons why this model may not work:

1.     Can be too simplistic.  Often is too severe for minor infractions and can lead to resentment.

2.     Teacher-centered students are often the last individuals to be considered in the development of the plan.  Plan is designed to make the classroom run smoothly, with out interruptions

3.     May be unrealistic for every classroom

4.     Tends to be reactive in the response to misbehavior.  Does not offer a clear alternative for preventative discipline.

The downfall to the Rogerian Model is:

1.     Can be seen by many teachers as powerless because lack of proposed punishments

2.     Use of active listening and door openers encourages student to express deep emotions

3.     How do the teachers deal with the deep emotional concerns?

4.     Can take far too much time

     All of the models of discipline have a place in today’s schools and classrooms.  The teacher of the classroom can designate his or her appropriate and best-suited approach for his or her classroom.  The assertive discipline approach fits me because it allows the students to help create the rules so they feel included in the classroom and we can feel like a family.  Also it allows the students to take on more roles and be able to manage their behavior.  I like the Rogerian Model because it allows the teacher to become more personal with a student.  The teacher is able to find out more about the student and figure out why a certain behavior is occurring.  Thus, the teacher can help the student and give that student a positive direction for helping them with their problem. 

          With these two models in mind one should be aware of certain behaviors.  For example, using the Rogerian Theory one should be careful so it does not turn into a counseling like session.  The student may want to talk to you all the time.  The Assertive Discipline Model may not require enough discipline for the students so other approaches may need to be applied to give the students more guidance and discipline.

          I selected the Assertive Discipline Model because it includes the students in the process of creating the rules of the classroom.  This will create that family like or community feel within the classroom. Also, the students will know the consequences for each rule and this may pressure them to follow the rules and not get into trouble.  I selected the Rogerian Model because it allows me to talk one-on-one with the student.  I may find out why he or she is behaving a certain way.  With this method of talking to the student I may be able to find resources for the student to go to and get help to solve their problems or behavior.

References

Wolgang, Charles, H.  Solving Discipline and Classroom Management Problems.

     New York, New York:  John Wiley & Sons, INC, 2001.