The purpose of this paper is to summarize and react to Lee Canter's book entitled Assertive Discipline. This book is broken up into four sections. The first section covers chapters 1-3 dealing with the assertive attitude. The second section covers chapters 4-8 dealing with your classroom discipline plan. The third section covers chapters 9-13 and deals with teaching responsible behavior. Finally, the last section covers chapters 14-17 and its focus is on difficult students.

Section One-The Assertive Attitude
This section is broken down by three chapters .The first being the empowered teacher. This chapter explains that teachers have to establish rules that show acceptable and unacceptable student behavior and that teachers should follow these rules. When support is needed teachers should turn to the administration and the parents for help with the behavior of students. Students also have rights to help them find a teacher that will provide them with the appropriate curriculum and positive encouragement to motivate them to behave. Teachers have to be in control. Chapter two explains that there are roadblocks in being assertive. The major roadblock in being successful in managing a classroom is a teacher that does not have the ability to deal with a disruptive student. Sometimes teaches feel powerless because of the difficult students. A major reason students misbehave is because they choose not to or do not know how. In chapter three, response styles are the focus. A teacher's response style is supposed to set the tone of the classroom. This chapter identifies three response styles. The first being the nonassertive, this is when the teacher is not consistent in responding to student behavior. The teacher does not plan for this behavior, they just react. The hostile response style is exactly what it says; the teacher responds in a hostile manner. This kind of response style just makes the student have a low self-esteem. Finally, the assertive response style is a style that should work. The teacher responds in a positive manner and backs up words with actions. This is the summary of the first section.

Section Two- Your Classroom Discipline Plan
Five chapters breakdown this section on discipline. The first being, What is a classroom discipline plan? A classroom discipline plan consists of three parts: Rules, Positive recognition, and Consequences. They are all self-explaining. A discipline plan makes a student's behavior easier to manage. Discipline plans help to ensure support from parents, administration and students. Chapter five deals creating your own discipline plan. Students have to acknowledge all rules at all times. Teachers have to observe and understand these rules. These rules have to be applicable at all times of the day and need to apply directly to behavior. Teachers should let students be involved in the rule choosing process. These facts help create a classroom discipline plan. Positive recognition mentioned in chapter six is another way to help create a discipline plan. Positive recognition encourages students to behave appropriately and increases their self-esteem. This should help students learn to behave. The last steps in creating your own discipline plan are consequences and they are mentioned in chapter seven. Consequences are a choice! The consequences that a teacher chooses do not have to be severe and should never harm a student. Consequences should start off with a warning. Next, the parent or administrator should be contacted. They should come up with a severe clause for dealing with severe misbehavior. Teaching your classroom discipline plan is very important. As discussed in chapter eight a teacher should not just write their plan on a poster board. Key points in teaching your classroom discipline plan are to create lessons to teach your students the plan, the rules, explain why there are consequences, and send a copy of your plan home to parents. These points will help teach your classroom discipline plan.

Section Three: Teaching Responsible Behavior
Chapters 9-13 provide information on teaching responsible behavior. In teaching a responsible behavior plan specific directions should be used. These directions are outlined in chapter nine. Students have to see a rationale for the directions being taught, along with their expectations on behavior. Finally, positive visual clues can help students remember appropriate behavior. Chapter ten notes that positive recognition motivates students to behave. The reasons are the positive support encourages positive classroom environment.