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Assertive Discipline--New and Revised: Positive Behavior Management for Today's Classroom Paperback – January 25, 2002


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Product Details

  • Paperback: 263 pages
  • Publisher: Canter & Associates; Revised edition (January 25, 2002)
  • Language: English
  • ISBN-10: 0939007452
  • ISBN-13: 978-0939007455
  • Product Dimensions: 6 x 1 x 9 inches
  • Shipping Weight: 1.4 pounds
  • Average Customer Review: 3.9 out of 5 stars  See all reviews (11 customer reviews)
  • Amazon Best Sellers Rank: #1,281,516 in Books (See Top 100 in Books)

Customer Reviews

3.9 out of 5 stars
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Most Helpful Customer Reviews

35 of 35 people found the following review helpful By A Customer on January 28, 1999
I felt that this was a well thought out method of providing structure in the classroom. The ideas presented are practical and allow a teacher to satisfy the needs of all students while teaching. I have put some of these methods into practice with amazing results. Suddenly, even the most troubled student feels that he can be successful in class. Most students with behavior problems simply need the right type of attention - once they have it, their unproductive behaviors begin to fade. I was amazed at the response I received from using these techniques - I connected with a particular student that I thought would never be reached.
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38 of 39 people found the following review helpful By A Customer on July 21, 1999
As a new teacher, I was desperately searching for a guide to assist me in classroom management and Lee Canter provided it! This book can be useful for all K-12 teachers. It includes helpful examples of classroom situations, many which explain actions to take when students do not respond to preliminary behavior management. This book provides realistic, practical and applicable advice for today's classroom teacher. I highly recommend it.
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26 of 26 people found the following review helpful By A Customer on February 21, 2003
I first encountered Lee Canter's Assertive Discipline concepts in college, and again later while on the board of directors for a school.
Canter's approach is PRACTICAL, not ideological, and his goal is for you to have a classroom in which you can teach.
That's it: simply a classroom environment that is functional enough that you can teach.
I disagree with a previous reviewer: the point behind classroom discipline isn't to teach "critical thinking skills" or to have students analyze whether "Please take out your homework and pass it to the front of the classroom" is a reasonable, just, appropriate, or relevant instruction.
Getting compliance with basic classroom rules is NOT the same as controlling or manipulating students. You, the teacher, are supposed to be in charge of what happens in your classroom. Living up to your job description will not hurt your students or turn them into uncritical automata.
The real purpose of classroom management is to make it possible for you to TEACH in the first place. The fact is that, no matter how brilliantly you present today's objectives, if the classroom is too loud and chaotic for students to pay attention, then you might as well have just stayed in bed.
I really believe that the first step in direct instruction is to provide a classroom where students are able to be in their places, to look at you, and to pay attention -- or at least not prevent everyone else from doing so.
One idea I developed from Canter's book: attitudes are the family's problem.
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5 of 5 people found the following review helpful By Kevin Finnegan on June 13, 2006
I've been using Assertive Discipline since 1987. I've used it in 4 different schools, (elementary and secondary), during summer school sessions and in CCD classes.

My very first year using it, it eliminated 99% of any and all discipline problems I was having. Students quickly learned what the rules were and what would happen if they chose to break those rules. This created an environment that was conducive to learning. The students were more relaxed because the atmosphere was orderly and calm.

One of the positive rewards I used was positive notes and phone calls home. Parents were pleased and surprised to get a phone call from the school telling them that their child appeared happy in class, was performing well, turning in all his homework, etc.

I used other rewards as well, such as points towards individual and class-wide rewards, etc. I actually had students spurring each other on to make sure they turned in their homework, completed their work accurately and neatly and so on.

The use of Assertive Discipline will remove much of the uncertainty from teaching. It answers the question, "What will I do when...?"

You will have a plan. The students will know what will happen if they choose to misbehave. It's not simply about 'rewards and punishments' as it is about learning to make appropriate choices. We all have to do that, and we all have to learn to do it sometime.

Most students know how to behave properly. Sadly, many choose not to. I'm not a social worker, but I have a job to do and I can't do it if there's chaos in the classroom.

This program is especially useful for new teachers.
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11 of 16 people found the following review helpful By A Customer on August 3, 2003
My experiences with Canter's approach have been disappointing. It can be that this approach will work, though not with the students who have the real problems, but it does NOT TEACH students how to control their behavior. It does not teach students anything except how to receive rewards and how to avoid punishments. Better to read some research on classroom management, Alfie Kohn, or Love and Logic. I believe what we need to do is help our students make better choices. I don't think this approach does that. Read lots of things and decide for yourself.
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