Fredric Jones: Positive

Discipl ine Model

By:

Janelle Jones

Katlyn Stahl

Kalina Cutchen

Carolina Mayfield

Fredric Jones

Was a psychologist for schools and families

Was highly interested in the classroom

Wrote three books

• Positive Classroom Discipline

• Positive Classroom instruction

• Tools for Teaching.

He received his Ph.D. at the University of California State

Fredric Jones Cont.

“Responsible students who have learned to manage themselves

require much less management from the teacher.” (Fredric Jones)

P O S I T I V E D I S C I P L I N E

M O D E L P RO C E S S

Classroom structure:

• seating, rules, routines, etc.

Limit settings:

• effective discipline begins on emotional level

• calm=strength; upset= weakness

Responsibility training:

• building patterns of cooperation

Back-up system:

• pull a card, letter home, administrative involvement

ESSENTIAL ELEMENTS

Instruction: maximizing the rate of learning while making independent learners

Discipline: quit goofing off and get busy

Motivation: giving students a reason to work hard

Specificity: step by step procedures

Economy: produce results while reducing teacher workload

Prevention: management that provides less discipline issues

INSIDE THE CLASSROOM

Teacher and student focused

Teachers and students enjoy coming to school everyday

Students feel in control

Teacher is supporting self esteem

Parent support

Parent volunteer

TEACHER REQUIREMENTS

To make the environment safe and secure for students

Design rules to increase on-task students and improve learning

Keep rules posted at all times and stick to them

Provide a seating arrangement that allows teacher to move around and

access each student without distracting others

TEACHER REQUIREMENTS CONT.

Communicate to the students what is fully expected and always be

consistent

Body language

• eye contact

• Proximity

• body stands

Positive incentives for good behavior

EXPECTATIONS FOR

STUDENTS

Student’s responsibility to make the right choices

• Medium back-up plans

• Consequences

MEDIUM BACK-UP PLANS

Time out

Loss of privileges

Parent conferences

Detention

EXAMPLES OF

CONSEQUENCES

First time rule break: warning

Second time: stay in class 1 minute after bell

Third time: stay in class 2 minutes after bell

Fourth time: call parents

Fifth Time: send to the principal

STRENGTHS OF THE MODEL

Teaches responsibility

Uses incentives for the entire class, not just the “best” student

• PAT

Strategies are teachable

Specifies a set of steps to follow in dealing with discipline

problems

Alfie Kohn's main criticism of

Positive Discipline

Kohn would argue

ETHICAL STUDENTS

DOES NOT FIT FOR

TRAVELING TEACHER

J. Adams

Class time

Preferred Activity Time (PAT)

Proximity (Palm)

Love and logic

WEAKNESSES OF JONES’

MODEL

Repeated practice

Acquiring the techniques

YOUR CLASS IS BEING GOOD AND

YOU NOTICE IT, YOU AWARD THEM

WITH PREFERRED ACTIVITY TIME

(PAT)

True or False?

TRUE!

"AL L RIGHT, CL ASS. IF YOU DON'T

SETTL E DOWN AND TAKE YOU R SEATS

RIGHT NOW, WE ARE

GOING NOWHE RE WHEN THE RECESS

BEL L RINGS ! "

A) Backup system

B) Incentive system

C) Limiting system

A! because back-up

responses are negative,

and the reinforcement

of appropriate

behavior is left to

chance.

Reference

Dunne, D. (2000) Education World: Wire Side Chats: The King of Classroom Management. Education World: The Educator's Best Friend.

Jones, F. Retrieved October 10,2011, from http://www.faculty.msmc.edu

Jones, F. (2011) About Fred Jones Tools for Teaching." Teaching Tools - Fred Jones Teacher Training.

Jones, F. (2011, June 16). Positive Classroom Discipline. Retrieved October 9, 2011, from Tools For Teaching Web Connection:

http://www.fredjones.com/Positive_Discipline/Discipline_Ch18.html

Fred Jones's "Positive Classroom Discipline" Paper Outline. (n.d.). Retrieved October 10, 2011, from Google:

https://docs.google.com/a/maricopa.edu/viewer?a=v&q=cache:L5uSlJoDXcMJ:sgriffinlloyd.com/Docs/CulturalIssues/EdTraining/

final%2520outlineFredJones.doc+Fredric+Jones+discipline+model+weaknesses&hl=en&gl=us&pid=bl&srcid=ADGEESift_gM69G

7vhyIDuJjlN5zx-KcYPs_5

Levin, J., & Nolan, J. (2010). Principles of classroom management. (6th Ed.). New Jersey: Pearson Education Inc.

Jones, F. (2000). Tools for teaching. (1st Ed.). Fredric H. Jones & Associates.

WikEd. (2008, March 30). Retrieved October 30, 2011, from Positive Discipline:

http://wik.ed.uiuc.edu/index.php/Positive_Discipline

Reference on pictures www.hasslefreeclipart.com

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http://www.familyfoundationsacademy.org/uploads/images/spanish_class(1).png

http://www.healthinsurance.org/_wordpress/wp-content/uploads/faqs/2010/09/individual_group1.jpg

http://successbeginstoday.org/wordpress/wp-content/uploads/2009/05/children-in-classroom.jpg

http://iwantyoutosmile.files.wordpress.com/2011/04/smiley-face3.jpg

http://karenturner.edublogs.org/files/2011/04/mean-old-teacher-2edb2ts.jpg

ttp://www.powersfromnature.com/wp-content/uploads/5fbdc63b975a974.jpg