The Positive Discipline Model Fredric Jones & The Positive Discipline Model By: Sierra Cichonski

Quote “There is no ‘best method’ of dealing with discipline in the classroom; rather there are many different methods for different children in different circumstances.” Fred Jones

About Fredric H. Jones Clinical Psychologist at UCLA. Because of his extensive research, Jones developed the Positive Classroom Management. His research in 1987 found out that teachers need to utilize physical presence in the classroom. This is to ensure students remain on task and do not disturb the learning process.

Info continued.. According to Jones, the classroom management procedures must be kept positive. Discipline procedures must be practical, simple, and easy for students. Fredric was the first in his field to put emphasis on nonverbal communication in the classroom.

Books Positive Classroom Discipline (1987)

Books continued.. Tools for Teaching (2000)

Books Continued.. Fred Jones Tools for Teaching: Discipline, Instruction, Motivation (2007)

The Positive Discipline Model Process 1. Limit Setting 2. Responsibility Training 3. Omission Training 4. Back-up System

Limit Setting Limit setting is the way teachers use their body language. It is best used when a teacher is up in front of the class lecturing and the students are seated at their desks. “Jones' research found the following: About 50% of classroom time is lost due to student misbehavior and being off task. 80% of lost time is due to talking without permission. 19% is lost to daydreaming, out of seat, making noises, etc. 1% is lost to more serious misbehavior. Jones also discovered that some teachers seem to naturally control their students and deal with misbehaviors quickly and efficiently while others lose lots of instructional time by yelling or nagging or being sarcastic to try to get students to behave. (Romano)” ("Limit setting," 2009)

Continued.. “1. Eyes in the Back of Your Head. A teacher needs to be aware of what is occurring in all areas in the classroom at all. 2. Terminate Instruction. Excuse yourself from what you are doing, whether it is with the entire class or with one other student. 3. Turn, Look, and Say the Student’s Name. 4. Walk to the Edge of the Student’s Desk. 5. Prompt. The teacher uses his or her hands to signal a prompt to an action that he or she wants. 6. Palms. The teacher places his or her palms flat on the far sides of the desk maintaining eye contact with the student and is within one foot of the student’s face. 7. Camping out. The teacher lifts one palm off the desk and places an elbow on the desk to lean in further.” ("Limit setting," 2009)

Responsibility Training This is the way that teachers get their students to learn cooperation in the classroom. When they cooperate they can earn PAT points, PAT = Preferred Activity Time. PAT is not recess or free time, it is time to play an educational game. Such as Yahtzee

Omission Training Although PAT works for most students, it does not work for every student. This is when Jones’ Omission Training is introduced. This defiant students are taken out of PAT and put into an Individualized Incentive Program. This is to help remove the unwanted behavior problems from the classroom.

The Central Concept of Omission Training “1. Remove the student from responsibility training so the misbehavior does not continue to hurt peers. 2. Permit the student to earn bonus points for the class. 3. Challenge the class to help with the success of this difficult student. 4. Gradually phase out the omission training process.” ("Positive discipline ," 2008)

The Back-up System The Back-up System is the last component of Jones’ model. This can be used in place of Omission Training. There a three different levels to the Back-up System. Small Back-up Responses Medium Back-up Responses Large Back-up Responses

Small Back-up Responses “Level 1: Small Backup Responses -quiet and private confrontation -ear warning -private meeting -quiet time” ("Positive discipline ," 2008)

Medium Back-up Responses “Level 2: Medium Backup Responses -time out -public warning and threats -being sent to the hall -detention after school -loss of privilege -parent conference -lowering student's grade/assigning extra work ("Positive discipline ," 2008)

Large Back-up Responses “Level 3: Large Backup Responses -sending student to the office -office referral system -corporal punishment ("Positive discipline ," 2008)

Strengths It gives steps for teachers to follow. It lets teachers know how far to go when applying the techniques Defines the roll of the teacher and administrator. Positive approach that allows teacher to avoid frustration.

Weaknesses Does not attempt to understand the underlining causes of misconduct. This model allows teachers to be controlling avoids helpful positive approach.

How Relevant? This model has some really great suggestions to help with the disruptive student. However, for me I would not use every single aspect of this model on my students. I really enjoyed the PAT system, I would love to try to have my future students become actively involved in it. I was not a huge fan of Jones’ last step of the model, the Back-up Responses. Although some of them were helpful, I feel that some of them may cause the behavior of the student to increase. If you lower a students grade or give them extra work due to bad behavior, this may cause them to give up and act out even more.

Citations Positive discipline . (2008, March 29). Retrieved from http://wik.ed.uiuc.edu/index.php/Positive_Discipline The positive discipline model. (n.d.). Retrieved from http://faculty.msmc.edu/frm6763/pdf/positive_discipline.pdf Fred jones tools for teaching . (2000, October 1). Retrieved from http://www.amazon.com/Fred-Jones-Tools-Teaching-Fredric/dp/0965026302 Limit setting. (2009, May 11). Retrieved from http://wik.ed.uiuc.edu/index.php/Limit_setting Scarpaci, E. (2007). A Case Study Approach to Classroom Management. Boston, MA; Pearson Education, INC.

Citations Postive classroom discipline. (n.d.). Retrieved from https://docs.google.com/viewer?a=v&q=cache:lkb_Uw36fD8J:https://www.msu.edu/user/lasterjo/fredjones.ppt%3Fiframe%3Dtrue%26width%3D100%25%26height%3D100%25 &hl=en&gl=us&pid=bl&srcid=ADGEESgVa1SRtdlabJNMjO0oRZd0B5L9b34GnAR__tnkr_kd1NoBNl3fIGgdsqFCN5jBEgO9shXBdIxrjhw9oqTzTjFwXCbyt12YD_JDM9l2tAz7uJJvLBkUes4LK89-K50QGkdLaSop&sig=AHIEtbQSOL2PofvqJq5D1M-gLOtpNzVGqA