Essay on "Individual: Canter's Behavior Management Cycle: A Case"

Essay 4 pages (1154 words) Sources: 4

[EXCERPT] . . . .

Individual: Canter's Behavior Management Cycle: A Case Study

The average teacher usually lacks in-depth, competency-based training for classroom management. Most teachers are taught an eclectic mix of various educational methods - a bit of William Glasser, mixed with Thomas Gordon, tinctured with Rudolf Dreikurs, and Lee Canter added to that mix -- and then told to follow an approach that coheres to their personality. The analogy is introducing nonswimmers to various strokes -- the crawl stroke, breast stroke, back stroke, and side stroke -- then rowed to the middle of a lake, flung overboard, and told to swim using the method that best suits them. Thoroughly confused with so many different -- and contradictory directions, most would likely sink rather than survive. A similar situation, contested Canter (1976), faces the beginning teacher in a class of approximately of 30-odd possibly disruptive children. Consequently, too few teachers survive.

Teachers must be trained thoroughly in classroom management skills. It is not sufficient for them to know how to teach content. They will never get to the content unless they know how to create a positive environment in which students know how to behave. (Canter, Web)

It was to that end that Canter began to analyze the behavior of expert teachers and found them to have various behaviors in common: they were assertive, namely they taught students how to behave. They established clear rules in their classroom setting, communicated those rules to the students, and taught them how to follow them. They practiced positive reinforcement and praised every student at least once a day. Finally, when student chose to break rules, the teachers immediately implemented firm and consistent negative consequences. Based on these observations, Canter devised his cycle management theory using these three axioms as bedrock.

Canter's program has often been criticized for its alleged focus on negativity, but he insists that it is not: "The key to Assertive Discipline is catching students being good; recognizing and supporting them when they behave appropriately and letting them know you like it, day in and day out." (Canter, Web)

Paul

Paul, 9 years old, seemed be mentally disturbed. He came from a divorced family and had a brother several years older than himself. Potentially smart and definitely charming, (peak of potential of America's paradigmatic corporate executive or film star), he would delight in causing trouble in Miss. Z's class, arousing most of the kids and often influencing them to follow him. Tricks of his would include: simulating animal noises; throwing paper pellets at the teacher(s); passing notes around; scampering from chair to chair; overturning desks (he was strong); tossing various paraphernalia at the windows; and so forth. Former teachers had tried various disciplinary techniques. They had lost and usually left the school as a result. Paul had a reputation -- to the other students' delight -- in firing teachers. More significantly, the school, although small, was controlled by a principal and assistant who conflicted over disciplinary methods, were uncertain about how to deal with Paul, and, mostly, did not wish to be constantly referred to about his problems, or have to enter the classroom to drag him out. (Paul would not appear to them of his own accord). His mother, working full-time, likewise did not wish -- and could not afford -- to leave her work in order to address Paul's constant shenanigans. Miss. Z, the new teacher, decided to try her hand at this school's most challenging case. Canter recommended using… READ MORE

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