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Frederic H. Jones Positive Classroom Discipline (Charles, 2002)

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1 Frederic H. Jones Positive Classroom Discipline (Charles, 2002)

2 Major emphasis on nonverbal communication (p. 52) Body language Facial expressions Eye contact Physical proximity Main focus help students support self-control Proper behavior Also positive attitude

3 Average 50% of time lost to off task or disruptive behavior Incentives attainable by a few – Don’t change the class as a whole Dependency syndrome – Helpless handraisers – Teacher hovering during independent work (p. 54)

4 Students to work on their own Massive time wasting – Hands raised – Students talk inappropriately – Goof off/daydream – Move without permission/out of seats

5 5 Skill Clusters #1 Classroom Structure to Discourage Misbehavior – Room arrangement – Classroom rules – Classroom chores – Opening routines (p. 55)

6 #2 Limit-Setting Through Body Language – Proper breathing – Eye contact – Physical proximity – Body carriage – Facial expressions (pp. 56-57)

7 #3 using Say, See, Do Teaching – Alternate teacher input and student output Teacher Says/Does Students See Students Do (p. 57)

8 #4 Responsibility Training Through Incentive Systems (pp. 57-59) – Incentive – Top achievers – Grandma’s Rule – Student responsibility – Genuine incentives – Preferred Activity Time (PAT) Students must want Earn time through responsibility Teacher able to live with

9 Students earn time for PAT – Everyone on time – May omit a student from losing time Educational value – Enrichment activities – Team learning games Group concern – Everyone has a stake in learning incentive (pp. 59-61)

10 Ease of implementation – Establish and explain – Allow to vote on approved activities – Keep track of earned PAT time When incentives do not work – Stale activities – Unusual occurrences (weather, holiday) – Individual loss of self-control or defiance (p. 61)

11 Omission training – Allows student to earn PAT time for class By omitting misbehavior Earns points for self and class Only loses points for self Backup systems – Private, close range – Warnings, reprimands – Chronic disruption (p. 61)

12 #5 Providing Efficient Help to Individual Students – Research shows ~4 minutes with each student – Dependency syndrome – Personal attention – Independent seatwork Insufficient time Wasted time Misbehavior potential Dependency perpetuation (p. 62-63)

13 Efficient Help Organize room so teacher can easily reach students Graphic organizers Typical example Efficient help—20 seconds/student Goal of 10 seconds (p. 62-63)

14 Efficient Help Positive – Mention any aspect completed correctly Minimize verbiage – Suggest what to do next Leave immediately “Be positive; be brief; be gone!” (pp. 62-63)

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