POSITIVE & ASSERTIVE DISCIPLINE

Similarites and Differences of Jones and Canter

CLASSROOM DISCIPLINE MODELS

In the early 1970's, Lee and Marlene Cantor developed a basic classroom management program/model called Assertive Discipline. This program was derived from using theories and principles of assertive training and basic behavioral modifications and allows teachers to meet their instructional and behavioral needs in the application of these strategies.

Frederic Jones began his investigation of classroom management techniques in the 1970's and in 2007 devised the Positive Classroom Discipline program/model. This model enforces the combination of classroom standards and behavioral cooperation. This maximizes the learning and minimizes behavioral disruptions

MODEL SIMILARITIES


  • Both require development of a plan prior to beginning of school and the communication of this plan repeatedly through the first week and refreshers as needed.
  • Establishment of classroom structure (physical and behavioral), rules, procedures, and routines with procedures established to address noncompliance.
  • Both have a discipline hierarchy which addresses consequences to behavioral issues and strongly encourages execution to be calm and quickly.
  • Both focus on teacher's words and actions to impact desired behavior.
  • Both ensure consistency and fairness of administration by the instructor
  • Solicit engagement and support from administration and parents, to ensure acknowledgement and compliance of student.
  • Both have strategies for dealing with difficult students and entail the student taking ownership of their behavior.
  • Ultimately, both strongly encourage the establishment of a positive student-teacher and peer relationships.

MODEL DIFFERENCES

Overall model differences is Canter's theory addresses the behavior which could be a temporary fix as Jones' theory promotes more investigative corrective actions to behavior by addressing the individual's needs and understanding the root cause as a team (student, parent, and administration).

The other differences entail the application of each model's plans toward the following objectives:

  • Classroom settings
  • Discipline Hierarchy
  • Communication of behavior expectations
  • Recommended Reward Systems
  • Individual vs group behavior program

SUMMARY

In perspective, each model virtually demonstrates the same basic principles of behavioral management targeted at creating a direct and positive approach to creating a manageable learning environment.

As teachers and administrators in the school system, send your thoughts on Canter versus Jones to aalston9@email.cpcc.edu.