Application of the Cantor Model of Assertive Discipline on Middle School Students Introduction “Spare the rod, spoil the child,” goes a familiar proverb originally based from a verse in the Bible. This maxim is usually being practiced at the very early stages of a child, while his consciousness is easier to mold…
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The credo upheld by the familiar phrase promotes a sense of authority for the elder to exercise his right over the child. The elder does so with the intention to correct the child of a misdeed and with the purpose of restoring him to a pleasing and proper character. On one hand, it does not permit a loose and passive control of the behavior of the child for no evil deed goes unpunished. On the other hand, it should not, however, get into the verge of total prohibition nor physical abuse for a wrongdoing for the goal is to restore the child. If done beyond appropriate bounds, the child may resent or may develop a sense of fear. A similar philosophy can be applied in the context of classroom management. The Cantor Model, specifically, fosters this idea. The model stresses the importance of assertive discipline. Teachers have to ensure that the class upholds respect for authority and that students may behave as they please but with caution and awareness that they are responsible for their actions (Allen, 1996). Body The Cantor Model can be very suitable for Middle School students because in its practice, the students are given the freedom to learn in a fashion they want but they will be made to really think before they act. Being aware that they will be held liable for any inappropriate behavior, they will first have to assess if an action they wish to perform will be beneficial for them or not. This way, critical thinking may be cultivated in them. The age bracket of Middle School generally falls under the start of the adolescent stage. Sixth to eighth graders would fall in this category. It is the stage when the teen wants to explore more, but may have a struggle with his identity. It is also the stage when he may show occasional rudeness to parents, believing they interfere in his independence. Peer groups generally influence his personal style. The teen may also exhibit childish behaviors when stressed. However, it is good to note that at this developmental level, the youth becomes more efficient is using speech to express himself, more interested in intellectual pursuits, and is more able to do work may it be physical, intellectual or emotional (Normal Adolescent Development, 2001). Being guided accordingly by the Canter Model, the educator can use several strategies for classroom management for sixth to eighth graders, maintaining proper overall conduct of the class, without being passive nor hostile. Middle School students will be allowed to practice their independence by choosing a learning style that is suitable for them but the teacher ensures that the classroom rules are not bent just to cater to the demands of students. Firstly, the educator may use student engagement strategies to keep students on task. This method recognizes that there is no single formula to get the attention of all the students. Each has his own interests that will get the student working on the task. In application, the teacher may have the class view a film related to the topic being discussed. They shall then make a reflection on it in a way they deem creative but personal. They can express their opinions through their preferred interest—they can make a song, a poem, a story, a drawing, etc. The educator can give a hint of assertiveness in simply setting a strict deadline, or specifications (e.g. story should not be less than ten pages long, or the song should only have a maximum of five minutes
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