Comparison between Lee Canter’s Assertive Discipline Method and Thomas

Gordon’s Classroom Management Model

In this essay, I will address and explain about the differences and similarities of

two educational models: Lee Canter’s Assertive Discipline Method, and Thomas Gordon’s

Classroom Management Model, starting with Lee Canter’s Method.

Assertive discipline is a model created by Lee and Marlene Canter, based on

respect for the person and the democratization of the classroom. When we talk about

democratization, we talk about including the student in the field striping, embodying the

obligation to have duties, rights and consequences, recognizing the right of students to

learn and that of the teacher to guide. It is true that today we have evolved and we know

that physical and psychological punishments do not lead to learning, but we are clear that

every action has its consequence.

In assertive discipline, when we talk about behavioral problems in the classroom;

we talk about situations. These situations can be, such as not arriving on time, speaking

without asking to speak, interrupting the classroom with noise or inappropriate comments,

non-participation of the activities.

For the assertive discipline model there are legitimate causes for bad behavior,

this does not occur by chance. Boys and girls are sometimes motivated to behave badly.

A boring or unplanned class, not close to the reality of the student can trigger

inappropriate behavior, they want attention, they may need sympathy or behave

inappropriately out of revenge or boredom. Other kids know that misbehavior gives them

power; the power to ruin a parent's or teacher's day.

Institutional Educational Project and its disciplinary regulations created in a participatory

manner and by consensus with all the educational community being clear about what the

entire community wants and what it does not, then, when already have a great regulatory

framework, in the classroom we generate another democratizing instance and that is to

agree on what are the expected behaviors in the course, understood as raising their hand

before speaking, actively participating in classes, not talking on the phone in class,

making it clear what the positive consequences will be for complying with what has been

agreed and what are the negative consequences of not complying with it.

The keyword of these two parties will be consistency, we cannot relativize the

agreements. To follow this model we must be consistent. If there is more than one boy or

girl who presents inappropriate behaviors, we must be consistent with all when applying

disciplinary measures. But this is clearly the task of the entire educational community,

therefore it is extremely important that no one in the community will reduce the negative

consequences in order to appear friendly in front of the student, it will only achieve

confusion and break the model. When we congratulate our students, the assertive teacher

knows that he/she cannot offer something that he/she cannot deliver, making excuses

will generate the same level of confusion and disappointment as detailed above.

Now, focusing in Dr. Gordon's approach to classroom management it is the

importance of developing meaningful and mutually beneficial relationships. It rejects the

traditional models of reward and punishment, since they are based on an assertion of

power and do not promote intrinsic motivation. Instead, he focuses on how student
conflicts can be resolved in a way that improves his relationships with his teacher and

peers.

Dr. Gordon recognizes that conflict is an inevitable part of relationships since each

person is an individual with values and needs. There will be times when these needs

conflict. However, conflict does not have to destroy a relationship. By having open and

honest communication, as well as listening with true acceptance and understanding,

individuals can find their own solutions. It is important that these solutions are acceptable

to both parties involved in the conflict. It's also important to tell someone if their behavior

is being negatively affected. The hope is that they will respect their feelings enough to

change their behavior (Gordon, 1978).

When conflict arises in the classroom, he suggests following a series of steps. The

first step is to use a developed graphical tool called "window behavior." The purpose of

the Window Behavior is to determine if "there is a problem, who owns it, and what skills

can be used to resolve it" (Gordon International Training, 2005-2007). If the student has

the problem, the second step for the teacher is to engage in active listening.

Active listening occurs when a teacher listens and reflects back to a student

understanding of the conflict. This process communicates to the student that the teacher

cares and is actually engaged in the conversation. If the teacher has the problem, Dr.

Gordon suggests that the second step of the resolution process begin with an "I-

message." This means that the teacher will initiate the conversation by explaining his

feelings to the student. The purpose of the message is to address another person's

misconduct without being confrontational. The final step is don't lose Conflict Resolution.
The purpose of this final step is to arrive at a solution that everyone can reverse. If both

parties participate in creating a solution, the solution is more likely to work out.

Thomas Gordon Lee and Marlene Canter

Involve students in problem solving and decision Always remain in charge in the classroom, but not

making about class rules and procedures. in a hostile or authoritarian manner.

Use the behavior window to identify interpersonal Take specific steps to teach students how to

problems and determine their ownership. behave acceptably in the classroom.

Use helping skills when students own the problem, Identify students' personal needs and show your

confrontative skills when teachers own it. understanding and willingness to help.

Learn to see misbehavior simply as student action Continually strive to build trust between yourself

that the teacher considers undesirable. and your students.

Principle Teachings
Authority is a condition that enables one to exert Today's students have clear rights and needs that

influence or control over others. There are at least must be met if they are to be taught effectively.

four types of authority: Expert Authority is Teachers have rights and needs in the classroom

recognized expertise in a given matter; Positional as well.

Authority is based on job description; Contractual The most effective teachers are those who remain

Authority comes from contracts and agreements; in control of the class while always remembering

Power Authority is the power to control others. that their principal duty is to help students learn and

Noncontrolling methods of behavior change are behave responsibly.

available for teacher to use in influencing students Teachers must continually model through their own

to behave properly. behavior in kind of trust and respect for students

When an individual is troubled by a condition, event that they want students to show toward them.

or situation, that individual is said to "own" the A good discipline plan, built on trust and respect, is

problem. necessary for helping students limit their own

counterproductive behavior.
A problem is a condition, event or situation that Most teachers need practice in making positive

troubles someone. repetitions.

Primary feelings are fundamental feelings that one Negative consequences are penalties teachers

experiences after observing another person's invoke when students violate class expectations.

unacceptable behavior.

Secondary feelings are manufactured feelings that

one senses following the resolution of a difficulty.

I-messages are statements in which people tell

what they personally think or feel about another's

behavior and its consequences.

You messages are statements of blame leveled at

someone's behavior.

Confrontative I messages are messages that

attempt to influence another cease an

unacceptable behavior.

Shifing gears is a tactic that involves changing from

a confrontative to a listening posture.

Students' coping mechanisms are strategies that

student's use to deal with coercive power. Those

mechanisms are: Fighting, Taking Flight,

Submitting.

Win-Lose conflict resolution is a way of ending

disputes (temporarily) by producing a winner and a

loser.

No-lose conflict resolution is a way of ending

disputes by enabling both sides to emerge as

winners (Win-Win).
Bibliography:

- Chungdahm Training. (2013, October 24). Assertive Discipline Overview.

[Video]. YouTube. https://youtu.be/JGzLoNUF15I

- Teaching & Learning (TLS Pedagogy). (2021, April 27). Assertive Discipline |

Classroom Management | Lee Canter’s Theory. [Video]. YouTube.

https://youtu.be/PTCadU55l18

- Leader Effectiveness Training. (2019, May 15). Dr. Thomas Gordon on Active

Listening. [Video]. YouTube. https://youtu.be/y32aiztIekQ

- Leader Effectiveness Training. (2019, May 15). Dr. Thomas Gordon on the No-

Lose Method. [Video]. YouTube. https://youtu.be/9iwN6d3rRaI

- Charles, C. M. (2005). Building Classroom Discipline. (8th ed.). Pearson.

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https://www.researchgate.net/publication/259166062_Revisiting_Gordon's_Teac

her_Effectiveness_Training_An_Intervention_Study_on_Teachers'_Social_and_

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Marbles in a Jar. The Phi Delta Kappan, 71(1), 57-61.

https://www.jstor.org/stable/20404058