Assertive Discipline vs Cooperative Discipline

Canter explains the goals and behavior of an assertive teacher, who expects all students to obery his/her rules. The assertive teachers expresses his/her expectation of classroom behaviors, and rewards good behavior. On the other hand, the assertive teacer does not back down when the rules are not followed,gives verbal warning, and takes corrective action (notes homes, detention, etc) if/when necessary. He/she makes a lot of "I" statements. For example, "I do not want any talking." This model can be effective, however, it leaves no room for understanding individual students and forces them into a "one size fits all" discipline plan.

Throughout elementary school and middle school, I experience nothing but assertive teachers. Of course, this was also a time before collaborative learning become prevalent in the classroom. My concern is that I have witnessed this type of teacher behavior in during my internship. I understand that finding a balance in my teaching style can be difficult. Personally, my personality is very assertive. With all the training anf reserach available to teachers, I do not understand why some teachers insist of a factory-model classroom. Yes, there is a substantially less risk of student misbehavior, but autonomy should be built into to the culture of every classroom. I will always maintain the understanding that there is not "one size fits all" form of discipline. I understand that my behavior management strategies will always need to be adapted to my students academic and emotional needs, culture, and behavior patterns. Also, regardless of the type of students I have in my class, I will maintain high expectations of my students and except nothing but their best.

Albert explains the goal of coopoerative discipline is for student to feel capable of making good behavior choices, for them to connect positively with one another, and contribute effectively to the culture of the classroom. Albert them explains the reasons why students misbehave: attention-seeking, power-seeking, the need to fit in, they feeling of retaliation (against teachers and students),a nd avoidance of failure.

Three C's of Cooperative Discipline:

1.Capability- Most important of school success is the "I-Can" level. Teacher should make mistakes okay, and remind students that mistakes are apart of the learning process. Teachers should encourage students, and builder their confidence. Teachers should also focus on past successes as a way to motivate students, and remind them of times that they have done great work.

2. Connect- This means teacher-student and student-student connection. Teacher can build relationships with students simply by seeming interested in their hobbies and activities, and recognizing birthdays and milestones. Students maintain positive relationships with one another that are based on respect for their peers. Teachers and student go out of their way to make positive remarks of encouragement and recognition.

3. Contribution- Teachers encourage students to contribute to the classroom, school, and community through sharing ideas, taking part in school activities, and community service. Students should be encouraged to help each other (peer tutoring, peer counseling, and peer mediation).

The goal for my future classroom, is to create a classroom around cooperative discipline. I realize doing so takes a lot of work from day one, which is why some teachers prefer assertive discipline. It may seem easier to just make everyone sit quietly and obey rules, but it is not building social skills that students will need as adults. Incorporating the 3 C's will create an environment where students feels free to learn, ask questions, and take risks without the fear of being ridiculed.

Charles, C. M. Linda Albert's 'Cooperative Discipline'. In Building classroom discipline. Boston. Allyn and Bacon. 2002. Ch. 5. pp. 67-84.

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