Criticism+of+Assertive+Discipline

 Richard Curwin and Allen Mendler have been somewhat outspoken on their views of packaged or “canned” discipline programs that are sold to schools. They make the argument that packaged programs such as Canter’s Assertive Discipline model offer quick results, but lack principles to back the rules. “When rules are vague, students have difficulty making the connection between their behavior and the consequences that follow. Because principles, unlike rules, cannot be enforced, they are overlooked or ignored by packaged programs. Principles define attitudes and expectations for long-term behavioral growth.” (1988) Curwin and Mendler are suggesting that rules can enforce proper behavior, but they lack the opportunity for higher learning and growth to occur. As an example, they describe a situation such as the rule, “be in your seats when the bell rings”; this rule in and of itself does not teach the students that they are developing “responsible work habits”, it simply teaches them that they must be in their seats when the bell rings, because that is what the teacher wants to see.

Curwin and Mendler give detailed reasons for their lack of support for any canned discipline programs. With the reliance on obedience models of discipline, the packages often represent a power play between teacher and student, with the teacher having all of the power, and the student having none. The programs teach students how to obey orders, but lack self-discipline and students learn very little about responsibility. Over time, their prediction for the fate of the program is grim. “built-in inconsistency dooms the program. Even worse, teachers themselves develop an external locus of control since the major decisions are prescribed by the program designers. Under these conditions, teachers either redesign the program or resent using it.”(1988)


 * 10 Questions to ask about any discipline program before school implementation**:

1. What happens to students who break rules? Punishments or consequences? 2. It is realistically possible to reinforce this program consistently? 3. What do students learn as a result of the enforcement? 4. Are the principles of behavior as visible and as important as the rules? 5. Do students have a say in what happens to them? 6. Do teachers have discretion in implementing the consequences? 7. Is adequate time given for professional development of teachers and administrators? Is the training completed in only a day or two? Is there continuous follow-up and administrative support? 8. Does the plan account for the special relationship between teaching and discipline style, or does it focus exclusively on student behavior? Does it encourage teachers to examine their potential contributions to discipline problems? 9. Is the dignity of students preserved? Are students protected from embarrassment? 10. Is the program consistent with the stated goals of your school?