B Y : A N G E L A R E B U T H , S A B A S Y E DA N D M I C H E L G I B B S

Fredric Jones: Positive Discipline Model

Anticipatory Set

PAT

(Preferred Activity Time) PAT options for the day: Read a book of your choice

Educational computer gameEducational game

Professional Background of Fredric Jones

Trained as a clinical psychologist

Worked at the Neuropsychiatric Institute at UCLA

Studied socialization of children and young adults

Implemented school staff development programs

Principles of the Positive Discipline Model

Planning for early finishers

Weaning the helpless-handraisers

Working the crowd

Creating motivation

Conveying calmness

Respecting individuals

Key Terms and Vocabulary

Four step model:

Classroom structure

Limit setting

Responsible training

Back up systems

Key Terms and Vocabulary

Recommends the three step sequence:

Praise

Prompt

Leave

Key Terms and Vocabulary

Acquisition phase

“Grandma’s rule”

Omission training

Proximity control

PAT

Essential Elements

Massive time wasting

Aimlessness

Helpless hand-raising

Ineffective nagging

Body language

Teacher input student output

Strengths

Behaviors can be changed

Steps provided when dealing with problems

“Knowing how to” vs. “Knowing about”

Encourages working together

Weaknesses

Middle/High school students may become aggressive

Independence is not encouraged

Using students to keep others in line

Instruction should be stopped when discipline arises

1 . R E A D D I R E C T I O N S

2 . C O M P L E T E C R O S S W O R D P U Z Z L E

3 . I N 7 M I N U T E S W E W I L L G O O V E R I T

4 . D O A S S I G N M E N T Q U I E T L Y A N D W E C A N

E A R N P A T P O I N T S ! ! !

Reviewing Key Terms

Model in Action

Positive Discipline Model is composed of four stages:

Model in Action

Rules, routines and standards

Limit setting

Incentive program: PAT

Backup systems

Teacher’s Responsibility

Overcome misconceptions by asking peer reviews

Teaching discipline rather than imposing it

Being proactive

Teacher’s Responsibility

Must convey dignity and respect to students

Develop general and specific rules for classroom

Determine behavior problems

Student Expectations

Students must understand teacher has control

Follow directions

Be responsible for their own actions

Case Study

Janet Jaus is a 1st grade teacher who recently joined theteaching profession. Her class has 24 students, and half ofthem are gifted learners. Her classroom is extremelyunorganized, and she is not able to manage herstudents. Because the students are gifted, they are moredemanding and active. She is quite overwhelmed and doesnot have time to grade papers. There are plenty of parentvolunteers helping her throughout the week but she isstill not able to properly regulate her classroom. Whatstrategies should she use from the Fredric Jones model tomanage her classroom effectively?

Terms to Remember

Four-step model

Praise, prompt, leave

“Grandma’s rule”

Body language

Acquisition phase

Model Works Best or Least

Works best for all grades K-12

In what situation will it notwork ?

Case Study

Mr. Ericson is a 10th grade high school teacher. The studentsin his class are aware that they are to work together as agroup to earn PAT (Preferred Activity Time). As he works theroom, he notices that one student, Celina, continually ignoresthe classroom rules by texting her friends during lectures.Mr. Ericson continued to deny the entire class PAT based onCelina’s behavior. Several weeks later, he noticed that classmorale was low and that other students who used to behavebegan to act disruptive. What should Mr. Ericson do in orderto keep the rest of the class motivated to behave properly?

References

1) Bucher, K., & Manning, M. (2003). Classroom management: Models,

applications, and cases. Upper Saddle River, NJ: Pearson Education, Inc.

2) Burden, P. (2010). Classroom management creating a successful k-12 learning

community (4th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

3) Cangelosi, J. (2007). Classroom management strategies: Gaining and maintaining

students’cooperation (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

4) Charles, C. (2011). Building classroom discipline. Boston, MA: Pearson Education,

Inc.

5) Hardin, C. (2004). Effective classroom management. Upper Saddle River, NJ:

Pearson Education, Inc.

6) Jones, F. (2007). Tools for teaching – discipline, instruction, motivation (2nd

ed.). China: Frederic H. Jones & Associates, Inc.

Graphic References

Slide 3

http://www.lecturemanagement.com/speakers/images/jones-fred.jpg

Slide 4-23

http://office.microsoft.com/en-us/images/academic