Lesson 2 - Assertive Discipline
Response to Carolyn Evertson
Like classmates Liz Sanford and Todd Mickley, I found it shocking and irresponsible that a textbook on classroom management would have only one reference to one of the most widely used of all discipline programs, Assertive Discipline (AD). (Charles) It is necessary for educators to made decisions about management based on information. In her reply, she states that she doesn't like to recommend to teachers techniques that put the burden of compliance on students without asking the question, "What is the value and quality of what I am asking them to comply with?" I believe that for this reason it is her responsibility to her readers to share information about all methods of management. Readers need to question for themselves and determine what is best for their situation.
She gives two reasons for not including AD in her book: 1) it has been labeled psychological maltreatment; and 2) doubts about its effectiveness. Both of these reasons are weak. First, it was in 1988 that the American Psychological Association labeled AD as psychological maltreatment. Since AD was first introduced in 1976, they have "progressively modified their approach." (Charles, 84) I, like classmate Liz Sanford, searched the APA website and was unable to find any references to AD. In 1992, the Canters explained that students have a need for and the right to a warm, supportive classroom environment in which to learn, where teachers do all in their power to help students be successful. (Charles, 85) From their modifications, it hardly appears that this constitutes psychological maltreatment.
Evertson's second reason for not including AD in her book was due to concerns of its effectiveness. This may be due to the fact that there has been limited research on the effectiveness of such a widely accepted discipline system. (Curwin and Mendler, 1989) "We found only 16 studies (10 dissertations, 3 journals, and 3 other reports) meeting our criteria. Equally surprising is the nature of the studies. Not one study systematically investigated the program's effectiveness compared with any other specific approach" (Render, Padilla, and Krank, 1989, p. 72). <From Gene Van Tassel> As Mickley states in his response, "Although there may not be research findings that support the use of the assertive discipline model, it should be included in the text as a reference to aspiring and current teachers to try if they believe it would be beneficial to their students and themselves."
While reading about the AD model, I found that it is the model that I used in my classroom to a large extent. I used rules that were stated in the positive, and had consequences similar to those mentioned in the textbook. The one issue I struggled with was that rules had to be in effect at all times. I had a rule that said that in order to speak you needed to raise your hand and be called on. In retrospect, this was a terrible rule because half of the time it was enforced and the other half it wasn't due to the nature of the activity. If I were to go back to the classroom this would be a direction for students rather than a rule due to the inconsistency of the rule.
While I believe in the AD model, I think it is important to remember that teachers need to use their professional judgment when determining how to structure their classroom management plans. Very often it is necessary to blend more than one model to come up with one that will work for the students in the classroom . Furthermore, it is important for teachers to keep in mind that "We can't treat all students exactly alike. Some students may be given special incentive programs or behavior modification programs before they can live up to the standards expected." (The Canter Model)
References:
Websites:
Anderson, Tom. Commentary on Assertive Discipline.
The Canter Model: Assertively Taking Charge
Schoolwide and Classroom Discipline.
American Psychological Association.
Van Tassel, Gene. Classroom Management.
An Examination of the Effect of Certain Discipline Systems on Student Self-Esteem.
Books:
Charles, C.M. Building Classroom Discipline.