How can teachers implement the assertive discipline approach in a classroom?
Prior to implementation it is assumed that;
• A classroom discipline plan has been created
• Plan has been presented to the administrator
• Students have been taught discipline plan
• Communicated discipline plan to parents
• Prepared a discipline plan for substitutes
Next phase is to implement the classroom discipline plan...the HOW
5 steps as follows.
1. Determine specific directions for your classroom- provide no more than 4 specific directions for each class activity/ routine which are observable. The directions must be clear so as the students know how they need to behave in order to be successful. This will provide you with better control.
2. Teach the specific directions to students- write directions down and place in observable location, explain rationale of direction, explain each step to the student & demonstrate (look, sound & feel) check understanding, give practice i.e. conduct the actual activity, keep directions in view & praise those students who are following the direction.
3. Use +VE recognition to motivate the students- recognise & praise behavioural choices students make, students will identify through your words/gestures that you are providing the positives that you discussed at the beginning of the year thus promoting your credibility. Techniques; +VE repetition, after giving the instruction find 2 students who are complying, use their names & repeat the instruction they are following. Consistent praise, be personal, genuine & specific also follow through on praise throughout the day. Scanning, whilst working with others look up from time to time & praise those students on task using their name. Circulating, while walking around room during activity quietly praise behaviour or work habits.
4. Redirect non-disruptive behaviour (off task behaviour) – encourage students to choose appropriate behaviour & return to task.
The look- stern look, keep eye contact until student returns to task.
Physical proximity- stands next to student
Mention off task students name whilst teaching.
Proximity praise- praise students next to off task student.
5. Use consequences for disruptive or continual off task behaviour- if student continues to be off task after redirection techniques used then implement consequences. Provide consequences in calm matter of fact manner. You will be able to deliver without anger and with assuredness that the consequence is fair & appropriate. Be consistent deliver a consequence every time a student chooses to be disruptive. Keep a record of all the warnings/consequences given throughout the day & be specific about the behaviour/problem. After consequence has been received, recognise good behaviour at the first possible opportunity. Provide an escape mechanism, a reflective behaviour journal, a note to the teacher; discuss after class, students like to state their version of events. Moving in technique, stand close to student; move them beside you after having stated the consequences already received & those that would follow should the poor behaviour continue. Refocus argumentative conversations, don’t get drawn into pointless arguments you can counter this by the broken record technique.

This for question 4.....think I may have to shave a bit off....Kath

Power point slides & content for Q 4 (Kath)
Slide 1 - Welcome parents of Canter Park Primary. Topic of tonights information session- Canter Park Primary Discipline management policy.
Slide 2- Assumptions- prior to implementation you have; 1created a classroom discipline plan,2 presented your plan to your administrator, 3 taught your discipline plan to your students,4 communicated your discipline plan to parents,5 prepared a discipline plan for substitutes.
Slide 3- Implementing the class discipline plan.1 Determine specific directions for your classroom. 2 Teach specific directions to your students.3 Use positive recognition to motivate students to behave.4 Redirect disruptive (off task) behaviour.5 Use consequences for disruptive or continual off task behaviour.

Rough work- Report
How our group created the learning object-
In our presentation we used a number of technologies, wikispace, e-beam whiteboard (own construction), touchpoint and powerpoint slides. The focus of this report will be centered around the use of wikispace and the e-beam contruction.
Steps involved in creating the wiki-

  1. Go to
  2. In the "Join Now" box, put in your username, password, e-mail address, and, optionally, wiki name.
  3. Click "Join" and you're done. If you've chosen to create a wiki, you will be taken straight to your new wiki.

Each editable page on Wikispaces has an "Edit This Page" button at the top of the page. Sometimes the button will look slightly different or be in a different place but it should always be easily recognized. Click on this button to bring up the page editor. The page editor allows you to add text and pictures to a page and to format that page.
How you would use in the classroom-
Wikis are a great collaborative tool to use in the classroom. They facilitate teaching by providing a platform to post homework, communicate to parents and monitor students work over a period by tracking history to which you are also able to identify individual names. Wikis are easy to edit and the class can easily create thier own website, containing photos, documents, videos, calendars, and more. The wiki has increased the engagement between teachers, students, and parents in the learning process.

e-beam white board-
Uses in the classroom
The e-beam technology has what seems like an endless array of opportunities in the classroom. Some of the uses are as follows;

An e-board can be used across all year levels and is particularly useful for whole class interaction/lessons. It is a better option than a computer monitor for classroom presentations compared to a PC where a limited number of students can be given presentation at a time. An e-beam board provides enjoyment and interactivity through the integration of audio, video, graphics, text and animation with a lesson, which makes the learning process more interesting and fun.
Teachers are able to create a lesson with a broader appeal to the different learning styles found within the classroom which facilitates more effective learning. All items drawn or written on the e-board can be saved on computer hard disk through whiteboard-software, teachers can save, share work and re-used it. Contents from websites, blogs, forums, newsgroups, wikis and other web based resources can be brought on the e-board through a LCD projector. The uses for the e-board range from brainstorming sessions and other group activities and can be used in conjunction with response-systems. As a teaching tool it enhances modeling and presentation, allows teachers to make effective use of classroom-resources, motivates learners, improve communication and can bring in depth clarity on a topic/subject matter. The main advantages expressed bu teachers are the ability for the entire class to see the presentation clearly and the interactive, multimedia capabilities serve to engage the modern day student.