• Massive time wasting
• Helpless hand raisers
• Both cause misbehaviors that the model tries to correct
• Classroom structure to discourage misbehavior
• Limit-setting through body language
• Responsibility training through incentive systems
• Providing efficient help to individual students

• Room Arrangement
• Classroom Rules
• Classroom Chores
• Opening Routines

• Proper Breathing
• Eye Contact
• Physical Proximity
• Body Carriage
• Facial Expressions

• Grandma’s Rule
• Student Responsibility
• Genuine Incentives
• Preferred Activity Time
• Educational Value
• Group Concern
• Omission Training
• Backup Systems

• Dependency syndrome
• Efficient help

• Emphasize persistent classroom organization and management
• Make the most of effective body language
• Use incentives that motivate desired behavior

• Move throughout the classroom
• Try to keep problem students close to you
• Keep your eyes on the students
• Use "Teacher Looks"
• Use good posture
• Provide incentives and structure to the classroom

• Teaches student’s responsibility
• Good for preventing behavior problems before they start
• Uses incentives for the entire class, not just for the "best" students
• Strategies are all teachable
• Strategies can be "practiced, perfected, and added incrementally"

• The techniques may be hard to learn without training and a lot of practice
• Some students may not react to the body language techniques

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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