THE POSITIVE DISCIPLINE

MODEL
FREDRIC H. JONES

By: Erin Phillips and Louis Gaier

FREDRICK JONES
"For teaching to be
enjoyable, you must be
able to simply relax and
teach. Classroom
management must be
built from the ground up
so that most problems
do not occur."
Dr. Fred Jones

BACKGROUND
Ph.D. in clinical psychology from UCLA,
specializing in work with schools and families.
Head of the Child Experimental Ward of the
Neuropsychiatric Institute at the UCLA
Medical Center
Developed methods of helping children with
severe emotional disorders and also began
pioneering research into classroom
management in both regular and special
education classrooms

FREDRIC JONES

Director of Classroom Management Training

Program in Santa Cruz, CA
Defines classroom disciple as the business
of enforcing classroom standards and
building patterns of cooperation to maximize
learning and minimize disruptions.
Creator of the Positive Discipline Model

BOOKS
Positive Classroom Discipline and Positive
Classroom Instruction.
Tools for Teaching

THE POSITIVE
DISCIPLINE MODEL

BASIC PRECEPTS

Teachers just do not tell children how to act,

they demonstrate appropriate behavior in
all their daily routines and interactions.

TEACHING PHILOSOPHY

Teachers should model appropriate

behavior and use appropriate classroom
management methods
Teachers should convey dignity and
cooperation
Students should feel respected, and
in return they will respect their
teacher

TEACHING PHILOSOPHY

Teachers should act maturely and

students will see them as role models
Teachers demonstrate appropriate
behavior in their daily life and routines
Jones stresses discipline through body
language, administration, and parental
support

THE MODEL IN ACTION

DISCIPLINE PROBLEMS
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,
such as fighting.

CAUSES OF DISCIPLINE PROBLEMS

Discipline problems arise because of

mismanaging routines and a lack of
structure with procedures
Ex: Rules are misunderstood by students
and incorrect seating arrangements

CLASSROOM RULES
Rules have to be taught and taught first
Teachers should take as much time as they
need laying down their rules
Rules need to be reinforced occasionally
When disciplining a student, be relaxed and
warm, not harsh.
Students like knowing the rules and expectations

SOLVING DISCIPLINE
PROBLEMS
Seating arrangements
Limit setting techniques
Responsibility training through incentives

SEATING
ARRANGEMENTS

Maximize mobility and allow greater

physical proximity to students.
Need to put the least distance and the
fewest physical barriers between teachers
and students.
Jones prefers to have assigned seats.

LIMIT SETTING TECHNIQUES

Actions are taken by the teacher to

control the students natural reflexes and
motivate students to work
Limit setting techniques includes things
such as using body language to show
students the teacher is in control

EYE CONTACT
Eye contact conveys calmness and self
confidence
Failure to make eye contact shows that
the teacher is unsure and anxious

PHYSICAL PROXIMITY

Students feel safer when the teacher is

farther away- being close may encourage
good behavior
Teachers should strategically place
students in classroom seats

BODY CARRIAGE

Teachers stand straight and hold

themselves assertively

Keep arms low

Folded arms convey impatience

FACIAL EXPRESSION
Facial expression can communicate
positive or negative emotions

RESPONSIBILITY TRAINING THROUGH

INCENTIVES
They will cooperate if good relationships are
established and incentives provided.
Incentives motivate students to start doing
the right thing, maintain on-task behavior,
and behave properly.
Construct an Incentive system.

PUNISHMENT

Punishment should not solve disciple

problems, instead teachers should be
proactive and promote cooperation
Students should be provided with incentives

PUNISHMENT

For uncooperative students, teachers

should have a Backup System in Place.
Theses includes: Warning, Conference
with Student, Loss of privileges, Sent to
office, Detention, Conference with parent,
Suspension, Expulsion

EFFECTIVENESS
Dr. Jones has a remarkable way of applying
the science of psychology to the art of
teaching, and his amazing insight provides
the concrete tools that both beginning and
veteran teachers need to become more
effective instructors. Best of all, its written
with a sense of humor that will have
chuckling throughout the book!"

THE END

Any questions?

TRUE OR FALSE
1. Jones prefers to allow students to pick their
own seats.
2. If teachers act maturely then students will
see them as role models.
3. 80% of lost time is due to severe
misbehavior and arguments.
4. Phil Jones invented the Positive Discipline
Model
Give examples limit setting techniques

SOURCES
http://www.educationworld.com
http://www.metu.edu
http://www.fredjones.com/