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Students learned the student teacher’s rules, rewards, and negative consequences, while Assertive Discipline was implemented appropriately. Results showed students responded to both the student teacher and the regular classroom teacher with the intended, appropriate behaviors. The study examines whether young students can adapt to two different behavior management styles during the 12-week experience.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/two-behavior-management-systems-one-classroom-can-elementary-students-adapt-read-online-free/603263/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/two-behavior-management-systems-one-classroom-can-elementary-students-adapt-read-online-free/603263.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What training did the student teacher complete before starting the first-grade placement?","Question",{"text":112,"@type":113},"The student teacher went through Assertive Discipline training and then taught the class using rules, rewards, and negative consequences under that approach.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did students respond to the two different behavior management systems?",{"text":117,"@type":113},"Students responded appropriately to both the student teacher and the regular classroom teacher, demonstrating behavioral adjustment to each expected system.",{"name":119,"@type":110,"acceptedAnswer":120},"What research question guided the investigation?",{"text":121,"@type":113},"The study asked whether young students could adapt to two different teachers using different behavior management styles during the 12-week student teaching experience.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},603263,1792113998,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Two Behavior Management Systems, One Classroom: Can Elementary Students Adapt?  \nby Mike F. Desiderio and Cathy Mullennix  \nAbstract  \nAfter going through Assertive Discipline training, a student teacher entered her new first-grade class. The mentor classroom teacher did not use Assertive Discipline, but gave permission for the student teacher to use this management system. After teaching students her rules, rewards, and negative consequences—and appropriately implementing Assertive Discipline—it was found that students responded to both the student teacher and the regular classroom teacher in the appropriate ways each expected.  \nBehavior management of students in schools is a concern that is on the minds of many Americans today. In the 2001, 2002, and 2003 Gallup polls on the general public’s attitude toward schools, sponsored by Phi Delta Kappa, respondents indicated that lack of discipline is one of the top two problems faced by public schools in their communities (Rose and Gallup 2001; 2002; 2003). Charles (2002, 4) stated,“In the overwhelming majority of the polls conducted so far, discipline has been listed as a top problem.”  \nPreservice teachers at Southeastern Oklahoma State University are required to take EDUC 4443 Classroom and Behavior Management, due in part to universal concerns about student discipline. This course is offered in two ways: one evening a week for 16 weeks or in a four-week block just prior to the 12-week student teaching experience. Regardless of the format, the curriculum for preservice teachers is the same: discussion of administrative teaching duties, room arrangements, explanation of various management styles, and extensive training in assertive discipline.  \nAssertive Discipline is a behavior management system that emphasizes positive reinforcement as the key to students making appropriate choices regarding classroom  \nThe Educational Forum • Volume 69 • Summer 2005 • 383  \nDesiderio and Mullennix  \nbehavior. Teachers wishing to implement Assertive Discipline successfully must adopt the position that they care enough about teaching and learning in their classroom that they will not allow anyone to interfere with this process, not even the students (Canter and Canter 2001) .  \nSince Assertive Discipline was introduced in 1976, more than 1.5 million teachers have attended workshops on this discipline style (Canter and Canter 2001). Research has been conducted on the use of Assertive Discipline in both classroom and school settings. Though Assertive Discipline has its detractors, many studies (Allen 1983; Bauer 1982; Ferguson and Houghton 1992; Garrett 1988; Moore 1989; Swinson and Cording 2002; Terrell 1984; Toibin-Mendoza 1988; Ward 1983) indicated that, when appropriately implemented and used, Assertive Discipline does produce positive results. For example, Assertive Discipline is an effective tool in reducing the number of incidences of inappropriate and disruptive student behavior in the classroom and school settings. Anderson (1989), Evans (1991), and McCallum (1989) indicated that teacher attitudes toward student discipline were affected positively through their use of Assertive Discipline. Preservice teachers, when trained in Assertive Discipline, reported being better prepared and more confident in dealing with students’ inappropriate and disruptive behaviors in the classroom (Barrett and Curtis 1986; Dickman 1991; Smith 1983) .  \nResearch on Assertive Discipline and student teachers’ perceptions parallels the findings at Southeastern Oklahoma State University. Each semester, after completing student teaching, preservice teachers fill out a teacher education program evaluation. One question asked is: “What happened in the classroom for which you did not feel prepared?” After the spring 1999 semester, 50 percent of the responding preservice teachers (61 of 123) indicated they were not prepared for student discipline issues. After the spring 2003 semester, only 19 percent of the respondi","cbCairqd7v7mcXJ0","https://ap.wps.com/l/cbCairqd7v7mcXJ0","pdf",292856,"English","# Abstract\n## Classroom adaptation question\n## Course context and training\n## Assertive Discipline overview and evidence base\n## Study focus and methodology\n## Case study rationale","[{\"question\":\"What training did the student teacher complete before starting the first-grade placement?\",\"answer\":\"The student teacher went through Assertive Discipline training and then taught the class using rules, rewards, and negative consequences under that approach.\"},{\"question\":\"How did students respond to the two different behavior management systems?\",\"answer\":\"Students responded appropriately to both the student teacher and the regular classroom teacher, demonstrating behavioral adjustment to each expected system.\"},{\"question\":\"What research question guided the investigation?\",\"answer\":\"The study asked whether young students could adapt to two different teachers using different behavior management styles during the 12-week student teaching experience.\"}]","Two Behavior Management Systems, One Classroom: Can Elementary Students Adapt? - read online free | PDF",1792095993,23]