Canter’s Behavior Management Cycle: A Case Study

Canter’s Behavior Management Cycle: A Case Study Effective teachers are aware that they must motivate students to quickly follow directions and to get on and stay on task to insure and increase time for learning (Canter, 2006). Canter’s Behavior Management Cycle is based on a three step process to effectively communicate directions, reinforce those directions with behavioral narration, and taking appropriate corrective action for those who still chose to not comply with direction. Utilizing Canter’s cycle will assist teachers in handling misbehavior.
A Case Study Luke is a tenth grade student in Mrs. Flanagan’s American History class. He is very popular because of his talent on the basketball court and only comes to school to play sports. He keeps his grades just high enough to remain on the team and puts forth little effort in his work but enjoys being the center of attention on and off the court. In the past, teachers have allowed him to get by with poor effort and classroom disruptions, so he continually talks and calls out during lessons. When assignments are due, Luke either “forgets” the assignment or comes up with some kind of excuse, actually utilizing the classic “my dog ate it” which gets a laugh from his classmates. Other students find Luke’s behavior entertaining and get off task to join in. Mrs. Flanagan is becoming more and more frustrated with Luke’s behavior, not only his class disruptions, but his lack of effort on class assignments. At her wits end, she decides to implement Canter’s Behavior Management Cycle.
Step One: Effectively Communicate Explicit Directions The first step in Canter’s cycle to motivate students to follow directions is to make sure that directions are given in a clear and precise manner. Teachers must avoid being vague; give explicit directions so students know exactly how they are to behave in the classroom (Canter, 2006). The next day when class begins, Luke does not turn in his homework assignment. Mrs. Flanagan ask Luke to explain to her what the assignment was and when it was supposed to be turned in. Luke responds by saying he forgot what he was supposed to do. Rather than getting upset, Mrs. Flanagan realizes that perhaps Luke did not understand the assignment or that she did not explain it in enough detail. Mrs. Flanagan continues with explaining the assignment again, writing down all instructions on the board as well. From there, she goes and explicitly directs Luke, as well as the rest of the class, to copy everything down from the board. After he finishes writing it down, she ask him if he now understands the assignment. Luke responds with yes, and Mrs. Flanagan asks Luke to read the assignment aloud to the class to ensure others understand as well. Mrs. Flanagan acknowledges Luke for writing everything down specifically and gives the entire class an extra day to complete the assignment.
Step Two: Behavioral Narration The second step of the Behavior Management Cycle is behavioral narration. Immediately after giving directions, teachers need to monitor the class looking for students are complying and simply describe that you see them doing (Canter, 2006). Sometimes older students do not want to be “singled out” for “being good”, so Mrs. Flanagan decides to use step number two in Canter’s cycle by addressing students as a group (Canter, 2006). Mrs. Flanagan has her students seated in 4 separate rows in assigned seats. When students arrive to class, they are to go to their seats, and then when their row is called, put their homework in the red folder located in the filing cabinet at the front of the classroom without talking. Mrs. Flanagan takes roll then calls on row one to turn in their assignments. While row one is turning in their work, Mrs. Flanagan acknowledges that all students in row one have turned in their assignments. When row two is called, she compliments the entire row on turning in their assignments quietly with no talking. When row three is called, she notices Luke is trying to chat with Joe who sits in row four instead of quietly turning in his work. Instead of calling Luke out, she instead acknowledges that Tracy, Eric, Robert, and April have quietly turned in their work. Luke stops talking to Joe and quietly puts his paper in the red folder then returns to his seat. While returning to his seat, Mrs. Flanagan acknowledges that Luke is back in his seat, ready to work. The idea behind the behavioral narration is to not only to encourage Luke to follow directions, but for others to do so as well.
Step Three: Take Corrective Action The final step in Canter’s Behavior Management Cycle is take corrective action. Even if explicit directions have been given and behavioral narration used, some students may continue to be off task or disruptive. At this point, teachers must implement the third step and take corrective action to motivate students to stop their disruptive behavior (Canter, 2006). Before using the third step of Canter’s model, teachers should outline the consequences of not following directions. Discussing consequences at the beginning of the year allows students to be aware of what can and will happen if they chose to not follow directions. Teachers need to present consequences as a choice and let them know they will be choosing to receive or not receive the consequence. Once the consequences are set in place, teachers must remember they need to remain consistent and apply the consequence every time in order to motivate students to do what they are supposed to do (Canter, 2006). Mrs. Flanagan has implemented the first two steps of Canter’s cycle for the last two days. Today, students have an assignment due that they were supposed to do for homework. Students know they are to enter the room, sit down, and then wait until their Mrs. Flanagan calls their row before putting assignments into the red folder. When the bell rings, all Mrs. Flanagan’s students walked in quietly and took their seats. As they were doing so, Mrs. Flanagan behavioral narration to acknowledge how quiet they entered the class. Once she took roll, Mrs. Flanagan began to dismiss the rows, starting with row four. Once all students in row four turned in their assignment, she moved onto row three. All students, except Luke turned in the assignment. Mrs. Flanagan calmly reminds the class that the assignment was due today. When Luke still does not Mrs. Flanagan decides to take corrective action. Mrs. Flanagan again reminds Luke that the assignment was due today and because he did not turn it in, he has chosen to receive lunch detention where he can complete the assignment. Mrs. Flanagan restates the directions for the assignment and has Luke write them down again. Mrs. Flanagan continues to dismiss the other rows to turn in their work and acknowledges that rows one and two have all followed directions. The following week, Luke turns in all his assignments quietly and on time. While the cycle may not put an end to all problems in the classroom, using it consistently can significantly reduce the number of instances. The cycle does not guarantee instant results, however, the continued use of the of Canter’s Behavior Management Cycle will help promote positive behaviors. In Luke’s case, Mrs. Flanagan’s use of the Behavior Management Cycle will encourage him to behave in appropriate manner in the classroom, follow directions, turn in assignments, and develop skills that will help him in and outside the classroom.

References
Canter, L. (2006). Lee Canter's classroom management for academic success. Retrieved on August 10, 2013 from http://gcumedia.com/digital-resources/solution-tree/2006-2010/lee-canters-classroom-management-for-academic-success_ebook_1e.php