Fredric Jones
Positive Classroom Discipline
Overview of Jones' Model
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Massive time wasting
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Helpless hand raisers
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Both cause misbehaviors that the model tries to correct
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Classroom structure to discourage misbehavior
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Limit-setting through body language
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Responsibility training through incentive systems
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Providing efficient help to individual students
Skill Cluster #1: Classroom structure to discourage misbehavior
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Room Arrangement
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Classroom Rules
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Classroom Chores
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Opening Routines
Skill Cluster #2: Limit-setting through body language
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Proper Breathing
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Eye Contact
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Physical Proximity
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Body Carriage
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Facial Expressions
Skill Cluster #3: Responsibility training through Incentive systems
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Grandma’s Rule
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Student Responsibility
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Genuine Incentives
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Preferred Activity Time
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Educational Value
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Group Concern
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Omission Training
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Backup Systems
Skill Cluster #4: Providing efficient help to individual students
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Dependency syndrome
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Efficient help
Teacher's Role
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Emphasize persistent classroom organization and management
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Make the most of effective body language
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Use incentives that motivate desired behavior
Instructional Implications
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Move throughout the classroom
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Try to keep problem students close to you
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Keep your eyes on the students
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Use "Teacher Looks"
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Use good posture
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Provide incentives and structure to the classroom
Strengths
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Teaches student’s responsibility
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Good for preventing behavior problems before they start
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Uses incentives for the entire class, not just for the "best" students
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Strategies are all teachable
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Strategies can be "practiced, perfected, and added incrementally"
Possible Weaknesses
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The techniques may be hard to learn without training and a lot of practice
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Some students may not react to the body language techniques
Resources
Charles, C.M. (1999). "Fredric Jones’s Positive Classroom Discipline."
Building Classroom Discipline.
New York: Longman, Inc. pp. 105-120 (15).
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