Assertive Discipline Essay
Decisions and actions take charge of many factors that
affect people for good or for bad. As educators, one main objective we all
possess is to help students along their paths of appropriate behavior – to make
good decisions and act appropriately. We learn from faults but only after we truly
realize that our actions were mistakes. We hopefully become educated in right
and wrong to avoid making the mistakes in the first place. As I address
assertive discipline in this essay, I wish to share my thoughts as an
elementary teacher and as an involved member of my school system and church
choir.
I found my classroom management plan to be fairly
consistent with Lee Canter’s sample elementary discipline plan. With my guidance, the
students generate expectations for the class to help them take ownership of
their behaviors. These expectations are shared with the appropriate authorites
(parents, principal, etc.) If these behaviors are not kept in check, students
receive warnings, miss recess time, receive notes home or phone calls, and for
severe behavior, a trip to the principal’s office. The WikEd entry on Assertive
Discipline states, “A core assumption in the
assertive discipline system is that in order to motivate students to behave the
teacher should use repetitions of reinforcement.” The beginning of the school
year seems to be a training session for expected behavior. The first week is
spent introducing the rules and remaining consistent with expectations and
consequences. The following weeks continue with more reinforcement. It is very
important to establish consistency but also to establish morals and a sense of
right and wrong. Situations should be addressed when persons are in the wrong
and the fault of the action should be understood by the persons involved. Actions
need proper reflection and consideration. A community of respect and
consideration for others is established and the importance of learning and
being able to learn is held in high regard.
As I reflect upon the
nature of discipline in my classroom, I can compare those qualities to the
discipline involved in my adult activities. I am a member of a staff of
approximately fifty teachers at my elementary school. Though most of the staff
are very compliant and have the students’ interests at heart, I do not envy the
principal in keeping everyone in check (and everyone happy). Just as a teacher
places demands upon her students, demands are placed upon the staff. We are
made aware of these demands at the beginning of the school year and throughout.
We have access to forms regarding teacher evaluation to appropriate
dress/presentation. Whether it be turning in lesson plans every week or showing
up before the first bell rings, these demands placed upon teachers are necessary
to allow the school to run smoothly. While teachers do not have to stay at
school five minutes later for not turning in lesson plans on time (like
standing five minutes at recess), they are still reprimanded for their actions.
When the time comes for the teacher’s evaluation, he/she may be docked for
professionalism if always arriving late to school. Sometimes I find myself
thinking, “We are all adults. Why do we have to have these regulations placed
on us? Why can’t everyone simply do their job?” I can now answer my own
question, “To ensure that each employee does what he/she was hired to do,
whether with enthusiasm or not.” It is, unfortunately, not easy for everyone to
do their job with enthusiasm and some would do less than their job if allowed.
Some individuals will only do what is necessary to keep their job, while others
exceed expecations, working at school until all hours to ensure the best for
their students. These overachievers will surely be rehired for the next year
(definitely positive reinforcement) and could perhaps, in my school district,
receive a GEM coupon (Going the Extra Mile) and get to leave school at 3:20
p.m. instead of 3:40 p.m. on a day of his/her choice. Recently, our staff has
been introduced to a incentive program. There are several rewards available for
different tasks accomplished. For example, if I make seven home visits, I will
receive twenty-five dollars and my name entered into a drawing for four Holiday
World tickets.
In relation to assertive
discipline, the North Clay staff has its own set of rules and positive
reinforcements which I have discussed and its own set of consequences which I
will illustrate through example of a co-worker’s specific situation. A member
of our staff recently felt the consequence of her decision regarding a leave of
absence. This teacher asked the school board for an unpaid leave of absence for
a few days from school so that she could go on vacation with her husband. The
school board was of the opinion that teachers should take vacations during the
summer months when allotted the time. The teacher disagreed and received some
support from other staff members, however, she decided to take the vacation regardless
and suffer the consequences. The teacher was then demoted from fifth grade teacher
to study hall teacher for the following school year. This was a situation of
assertive discipline in which the rules were made known and consequences enforced.
What made the situation more difficult was the fact that a teacher the previous
year had been granted leave for her vacation during the school year. This, of
course, caused an uproar with faculty.The board wanted to stop this behavior
and decided to start with my co-workers request. Since this request, others
have tried to take leave and have not been rewarded. This shows a new
consistency (which is essentail for assertive discipline) but this topic is
still met with ill feelings and has caused many issues.
Joining our church choir
has been an enjoyable experience. I love to sing and love music in general.
When contemplating the discipline used with this group, you can probably expect
what I have come up with – there isn’t much! People in this group have joined
because they love to sing and perform. They enjoy coming to practice, being
asked to participate in duets/solo opportunities and come every Sunday because
they would be at the church service regardless – they might as well be singing!
This differs from my first example, in part, because it is completely
voluntary. I joined the choir because I wanted to! I’m not saying that teachers
do not like their jobs and feel forced to come everyday. They became teachers
because they wanted to! I hope that all teachers embrace their position with
children and want to make a difference. But, we have to admit that some
professionals, some teachers, do not particularly like their job. They come to
work only because they have to. They might think it too late to change to a
different career or too expensive. They may feel stuck in what they are doing.
Not the church choir! These people love to sing so they require little
management. I remember explaining to the choir director one evening after
practice that I would be unable to attend next week’s rehearsal. She commented
that she had not had perfect attendance at a practice in a long while and that
it would not be a problem. I was not told that I would be banned from church
for three weeks as a punishment (thank goodness), but if I ever missed a
rehearsal or a performance, I would likely be asked after. Now if we all
decided to take off when we pleased, the choir would be very likely to run into
trouble. We wouldn’t have much of a choir if only five people showed up. Yet,
we show up because we enjoy it and let others know out of consideration if we
will not be present. We have no attendance policy and no dress code (we have
robes). We are only asked to come when we can and enjoy!
(2008, March 27). Assertive
Discipline. Retrieved
(2008, January 18). Positive
Discipline. Retrieved
Anderson, Tom (2008).
Lecture on Assertive Discipline and Punishment.