Assertive Classroom Model

Managing a positive classroom environment is critical to being an effective teacher. The following paper examines the fundamental principles, strengths and weaknesses of three models of classroom management; Applied Behaviour Analysis, Assertive Discipline, and ... It will conclude by summarising the similarities and differences between the models.

Alberto and Troutman’s (as cited in Lyons, Ford, & Slee, 2014) Applied Behaviour Analysis (ABA) model has its roots situated in Skinner’s early work on behaviour modification. Consequently, the principles of behaviourism provide the foundation for the ABA model. In the classroom the teacher maintains absolute control of students by altering the environment in order to encourage desired behaviour and discourage undesirable behaviour, while providing consequences in the form of rewards and punishment (Lyons et al., 2014). This is based on the notion that behaviours are enacted willingly and can be changed by controlling the environment and “reinforcing consequences” (Lyons et al., 2014, p. 29). Accordingly, students quickly comprehend there are immediate rewards for ideal behaviours and
consequences that apply to misbehaviour. Thus, students are driven to exhibit behaviour that gains positive attention and avoid behaviour that obtains negative attention (McDevitt & Ormrod, 2010).

Proponents of ABA including Keenan, Henderson, Kerr, and Dillenburger, (2006) herald its application for students with diverse abilities, such as Autism Spectrum Disorder. Keenan et al. (2006) suggest ABA can help control serious behavioural issues and improve peer relationships and social skills, subsequently improving the lives of students. Another major strength of ABA is that students can learn from observing consequences applied to the behaviours of their peers, for example, a student who observes another being praised by the teacher is likely to enact the same behaviour to also gain praise; McDevitt and Ormrod (2010) describe this as “vicarious reinforcement” (p. 483). A weakness of ABA is that it does not encourage intrinsic motivation in students (McDevitt & Ormrod, 2010). For example, rewarding a student for reading may encourage extrinsic motivation and result in the student reading to gain teacher praise rather than personal gratification (McDonald, 2010). A further weakness is its focus on student obedience and correcting behaviour in the short term, rather than assisting students to self–regulate behaviour and develop autonomy (McDonald, 2010).

Another model of classroom management with solid connections to behaviourist theory is Lee and Marlene Canter’s Assertive Discipline model (Lyons et al., 2014).
As the name suggests, the teacher controls students in an assertive manner as classroom leader. Central to Assertive Discipline is the principle that students require definitive rules and structure to control behaviours and an authoritative teacher to ensure compliance (Lyons et al., 2014). In the Assertive Discipline classroom the teacher is responsible for providing students with explicit teaching of rules, and the positive and negative consequences that apply to obedience or misbehaviour (Lyons et al., 2014). Consequences for noncompliance are set based on a “discipline hierarchy” (Charles, 2013, p. 43) where the ramifications of misbehaviour increase with each
occurrence.

A major strength of Assertive Discipline is its ease of use for teachers; there is no comprehensive training involved for a teacher to adopt this model. Also an advantage of Assertive Discipline is it allows for the teacher’s individual needs to be met, that is, the teacher establishes the rules based on their personal beliefs and pedagogy (Lyons et al., 2014). A further strength of Assertive Discipline is the objective of “catching students being good and letting them know they have been caught” (Tauber, 2007, p. 69). The Canter’s promoted this idea from the outset, but Tauber (2007) suggests its use is sometimes neglected. Charles (2013) asserts the advantages of positive praise is that it encourages positive conduct, self–confidence and classroom morale. Opponents of Assertive Discipline including Martella, Nelson, Marchand-Martella, and O'Reilly, (2012) suggest the use of a discipline hierarchy often causes an increase in misbehaviour as students feel threatened and intimidated. Additionally, Bear (2011) notes there is scarce research of student feelings surrounding equity of classroom rules, motivation to learn, classroom morale, or teacher–student relationships. Instead, the success of Assertive Discipline is declared when teacher’s note an improvement in the classroom environment and students are more obedient, that is, students succumb to following rules in order to prevent violations and subsequent sanctioning (Bear, 2011).