Running Head: CLASSROOM MANAGEMENT SYSTEM OVERVIEW 1

Hudson School District Classroom Management System Overview

Danielle Breese

EDU 615, Motivational Theory and Classroom Management





























CLASSROOM MANAGEMENT SYSTEM OVERVIEW 2

The Hudson School District requires all teachers to implement assertive discipline within
their classrooms. Assertive Discipline is a classroom management system designed to assist
teachers in improving classroom behavior. The purpose of the system is to increase effective
teaching time by decreasing the amount of time spent correcting disruptive and uncooperative
behavior (Canter & Canter, 1992). According to this discipline system we create, publish and
display a poster of 5-6 easy to follow classroom rules, provide positive feedback to the students
who are engaging in proper behavior, and publish a list of consequences for when rules are
broken. However, if specific school rules are broken the students are sent to the office and the
situation is then handled by administration.
The assertive discipline method proves to be extremely effective for most classrooms in
the Hudson School District. K. Worthen noted that since assertive discipline has become a
district wide classroom management system there has been an overall increase in state testing
scores, mid-term scores, and final exam scores (personal communication, May 30, 2013). An
increase in the scores reflects that the teachers are able to spend more time effectively teaching
the curriculum rather then spending time focusing on student discipline problems. Likewise J.
Dube noted that the assertive discipline method has been extremely effective for her classroom.
The students understand the appropriate behavior and the impending consequences. There are no
questions regarding the actions that need to be taken when a student chooses to misbehave
during class (personal communication, May 29, 2013).
This is my first year implementing the Assertive Discipline classroom management
model. It is a very similar model to the classroom management model that I learned about at The
Pennsylvania State University during my undergraduate studies. I find this method to be
extremely effective once students understand what is expected of them. The standardized
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discipline method allows me to quickly and effectively discipline students. This reduces the time
that I spent on student discipline allowing me to continue with the planned lesson. Along with
Swinson and Cording I noticed that due to the Assertive Discipline method there is an increase in
appropriate student behavior as well as a decrease in disruptive behavior (2002). Overall this
change in behavior allows me to be a more effective teacher in delivering the curriculum to the
students.
As with any standard model of discipline there are always going to be a few
disadvantages with the system. The major issue with implementing the assertive discipline plan
is the lack of individuality that exists in order to discipline students. Despite the predetermined
consequences there are still a few students within the school district who feel the need to argue
with or explain to teachers and administrators why they are not following a specific procedure.
For these select individuals the assertive discipline method is not an effective approach. In this
type of situation I find myself going through the discipline procedure daily. However, because of
the classroom management system I am not to divert and this type of student will frequently be
required to go to the Principals Office/CTE Office and it does not effectively change the
students behavior.
In an interview with K. Worthen she said the biggest disadvantage of the Assertive
Discipline classroom management system is that it does not mimic real life situations. In real life
students need to learn to self-regulate their behavior. With this system decisions are made for the
students, if the student choses to consistently not comply with the rules he or she is automatically
removed from the classroom (personal communication, May 30, 2013). With a different system
of classroom management, students may be more apt to learn the importance of regulating their
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own behavior without having it explicitly spelled out for them. I agree with Karen Worthens
argument, because without the self-regulation of behavior, students will not be successful.
Even with the disadvantages within this discipline model I still believe it is a highly
effective model to use for classroom management. The final step of implementing any discipline
model with students is informing parents. In order to inform the parents about this classroom
management model at the beginning of the school year/semester I send home a rubric and
contract that explicitly states the rules and consequences in place for my classroom. Both the
parents and students are required to sign and return the contract during the first week of class.
Following this method when students fail to follow the rules I send a quick email to the parents
informing them about the situation, so that the parents are aware of what is going on in my
classroom. Additionally, at the end of each marking period, the parents receive a quick email
informing them about the accomplishments and behavior struggles of their student. I have been
told time and time again that the parents greatly appreciate the updates regarding their students
behavior.









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References:
Canter, L. & Canter, M. (1992) Assertive Discipline. (revised edition). Santa Monica: Lee Canter
Associates.
Dube, J. (2013). Interview on Assertive Discipline use in Hudson School District. Jenna Dube,
Alvirne High School, Hudson, NH.
Swinson, J., & Cording, M. (2002). Assertive Discipline in a School for Pupils with Emotional
and Behavioural Difficulties. British Journal Of Special Education, 29(2), 72-75.
Worthen, K (2013). Interview on Assertive Discipline use in Hudson School District. Karen
Worthen, Alvirne High School, Hudson, NH.