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School Psychology International
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The Teacher's Role in the Application of an Assertive Discipline Program for Students in a Venezuelan Primary School

Felicitas Kort Rosemberg

Instituto Diagnostico, Avenida Paraiso, San Bernardino, Caracas, Venezuela

Anita Lapco

Hebraica Moral-y-Luces Primary School, Venezuela

Maria Llorensc

Central University of Venezuela

This paper describes the application of an Assertive Discipline Program in a primary school of 567 students, ranging from first to sixth grade, ages 5 to 11 years. A series of intensive workshops and lectures on the theory and practice of assertive training, positive reinforcement, time-out and overcorrection procedures was provided to educators over a 2-year period. Students were taught five specific norms for which they received stamps and diplomas. A 'timeout classroom' was designed for inappropriate behavior. Parents' opinions about the program were also sought.

'Assertive Discipline' is defined as the positive influence teachers can exert over their pupils' behavior. The program served to teach educators that children have a right to: a teacher who is prepared to help them recognize the limits of inappropriate behavior; a teacher who is ready to give positive approval to the pupil's appropriate behavior; and a right to choose specific behavioral goals and know their consequences. School contracts were introduced for those children who did not respond satisfactorily to group contingencies. The assertive discipline program was successful in teaching educators to react with consistency to their students' behavior.

School Psychology International, Vol. 11, No. 2, 143-146 (1990)
DOI: 10.1177/0143034390112008
Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?