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classroom. The teacher is also aware of the limitations and realizes that they have the right to ask for assistance,

whether it is from the principle, parents, or peers.(Charles,37) The assertive teacher should be aware of the child’s

need for warmth and support.

An assertive teacher is aware that a limit setting response must be delivered in as effective a manner as possible. Eye

contact is very important when trying to get a point made. Whenever necessary, the teacher plans how to back up

their limit setting statement with appropriate consequences. This is done in order to maximize the influence that his

or her response can have on the behavior of the child.(Canter, 28)

Whenever required, teachers should be prepared to back up their words with consequences in order to motivate the

behavior of more difficult children. He or she is aware some children need more support than others and is prepared

to give that child as much as they can. (Canter, 32)

The children learn to trust and respect an assertive teacher. The children clearly know the parameters of acceptable

and unacceptable behavior. This gives them an opportunity to choose how they want to behave while knowing fully

what the consequences will be for their behaviors. This does not mean that every child will like an assertive teacher,

and does not mean that every child will behave. Some children may still decide not behave for any reason. All that

an assertive teacher can do by his or her behavior is try to establish an atmosphere where he or she maximizes the

potential for a positive teacher – child relationship.

The major area where being an assertive teacher helps a child is when the student has special needs or problems.

This when a teacher needs to step things up a notch and become more assertive. Some teachers may lose track of

their assertive potential, but they have to teach the child how to behave in the appropriate manner. (Canter, 46)

One problem area where a child needs assertive discipline is when he or she is confronted with peer pressure. This is

when the student’s fellow peers force him or her to do something, like throw spit balls or make funny noises to win

the approval of others. This problem can be solved by confronting the child and telling him what he or she is doing

wrong. This problem can also be solved by giving out a punishment like, writing on the chalk board or may be

standing in the corner with his or her back turned to the rest of the class. If all else fails, the teacher may want to call

the child’s home and plan a conference with the student’s parents.

Though most teachers feel threatened and overwhelmed by parents, especially if they are pushy or manipulative,

they need to take a stand and thoroughly explain the situation going on with their child. (Rich, 145) The teacher has

to be assertive with the parents and the child. The teacher should not down grade the problems they are having with

their child. Instead they should tell the parents the way things are. For instance a teacher should not call the child’s

parents and say, “we have a little problem with your son,” when in actuality, the child had a violent tantrum. The

teacher should let the parents know that they need their cooperation to discipline the child at home for his tantrum. If

the teacher does not tell the parents what they truly feel then the child’s tantrum will be even worse the next time.

The corner stone of assertive discipline is the potential positive influence teachers can have on the behavior of their

students. ” Hand in hand with influence goes responsibility.” (Canter, 57) When teachers accept the consequences of

their potential influence they accept the consequences of their potential influence they accept the responsibility to

choose, or not to choose, to utilize this potential for the best interest of both themselves and the students.

Assertive teachers recognize the responsibilities they have for the children. They know they cannot assert

themselves and get their needs and the children needs met. They know they can have the impact on their classrooms

if they choose to do so. Other teachers choose not to accept the reality of their potential influence. Thus, they are

confronted with the following situations: they place themselves in a powerless position. They view themselves as a

helpless victim at the mercy of the students, their parents, the principle, and the school system. Such teachers

become the complainers. They complain about everyone and everything that “victimize” them. (Charles, 120) They

end up blaming all of their problems on others, and never on themselves.

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