Positive Classroom Discipline by: Fredric Jones

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Positive Classroom Disciplineby Fredric Jones

• Group 2
• John Arrington
• Amanda Hirsch
• Jolee Laster

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Classroom Discipline

• 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

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Common Ideas About Discipline

• Discipline as a reaction to a problem situation
• Management of discipline consists of collection
  of as many remedies for as many problem
  situations as possible
• Bigger bag of tricks better management
• Discipline techniques are simple notions about
  what to do that can be quickly and easily
  conveyed by a few words or quick demonstration

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Problematic Ideas

• Such a simplistic view of discipline dooms
  teachers to constantly be overwhelmed by the
  complexity of the task

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Jones Philosophy

• For students to learn, they must first enjoy
  learning, which is helped through classroom
  management
• Improvements in education come down to individual
  teachers and how they run the classroom
• Classrooms must be built from the ground up to
  prevent potential problems

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Positive Classroom Discipline

• Goals
• To reduce teacher workload and reduce the need
  for special consultants.
• Integration of discipline, instruction, and
  motivation
• Discipline management outside the classroom (e.g.
  hallway noise, rowdy assemblies, etc.)

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Effective Behavior Management

• Deals with pairs of behaviors
• Should build positive behavior, not only
  eliminate problem behavior
• Differential reinforcement of appropriate
  behaviors in conjunction with suppression of
  problem

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Management System

• Positive Classroom Discipline composed of three
  different management methodologies
• Integrated to form three-tiered approach
• Limit setting
• Incentive systems
• Backup systems

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Discipline Approaches

• Should be low key, stress reducing,
  non-adversarial, self eliminating.
• Limit setting
• Preferred Activity Time (PAT)
• Praise, Prompt, and Leave (PPL)

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Key Ideas

• Pinpoint the problem
• Build on student strengths
• Record behavior
• Pinpoint reinforcement
• Choose appropriate intervention
• Know behavioral management basics

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Problems that are solved

• Fooling around in class
• Lack of cooperation
• Backtalk
• Too many office referrals
• Constant help seekers
• Dawdling
• Sloppy work
• Failure to learn

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What it does for teachers

• Gives them less work
• Increases sense of control
• Reduces stress
• Fewer parent conferences

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Basic Teacher Procedures

• Prevention vs. Remediation
• Remember Calm is Strength
• Use Body Language
• Teach Responsibility (PAT)
• Have a back up plan

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• Prevention vs. Remediation
• Create a positive environment
• 1st day/week is very important Begin the year
  explaining the structure of the classroom.
• Any problems should be closely evaluated before
  taking action.
• Locate the factor that is reinforcing the
  behavior.

• Reacting calmly to situations will help to defuse
  conflict and promote control in the classroom.
• Body Language can be used to indicate
  misbehavior.
• Nonverbal signal
• Pointing to rules on the wall
• Be prepared for misbehavior, have a plan of how
  to deal with it.
• Time out
• Problem solver

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Backup Systems can include

• Setting up the room to promote a positive work
  environment.
• Seeking Parent Support
• Posting clear rules
• Enforce rules when they are broken
• Teach and Re-teach rules as necessary
• Enforce rules calmly, consistently and promptly

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PATFUNLEARNINGfor the whole class.

• Pat is not free time or recess. It is Preferred
  Activity Time to encourage responsibility.

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REASON FOR PAT

• If the students give the teacher time to teach
  then they get time to play an educational game.
  (which is still learning!)
• Kids may think that they are getting out of work
  but they are learning to be responsible
• Its a WIN/WIN situation.

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Teacher role

• Begin the year by introducing games or other
  rewards that can be used for PAT points.
• Yahtzee Silent Ball
• Buzz ( game) Charades
• Endless chain 7-up
• Explain what PAT is and how they can earn it.

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Earning PAT(can be modified to meet your
classroom needs)

• Every day is an opportunity to accrue PAT points.
  (10 points can be earned each day)
• Every 6 days is a possible PAT day.
• Each day costs them 40 minutes (if they have
  earned it)
• Any additional minutes earned will be placed in a
  bank for a possible long range goal.
• Every 9 weeks a long range goal PAT day can be
  earned. This could be watching a movie or
  walking to a fast food restaurant for lunch.

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STUDENTS

• Get together to play games or have parties.
• Learn to notice good things about each other.
• Work hard to keep each other in line.

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Individual IncentiveIdeas

• Allow student to leave class early
• Display students work
• Reward with high grades (extra credit if
  appropriate)
• Give stars or stickers

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Critical Review of Research on the Positive
Classroom Discipline Program

• The Positive Classroom Discipline Program is
  grounded in reducing classroom stress and
  instilling in students a sense of responsibility.
  Research is generally supportive of the program.
  The research mentioned in this section is from
  highly credible sources.

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Critical Review of Research on the Positive
Classroom Discipline Program

• The following Positive Classroom Management
  practices are identified and validated in the
  work of Bowman (1983) Brophy (1983, 1986)
  Cotton and Savard (1982) Docking (1982) Doyle
  (1989) Emmer (1982) Emmer and Evertson (1981)
  Emmer, et al. (1983) Evertson (1985, 1989)
  Evertson, et al. (1983) Gettinger (1988)
  Gottfredson, Karweit, and Gottfredson (1989)
  Luke (1989) Moskowitz and Hayman (1976)
  Ornstein and Levine (1981) Sanford and Evertson
  (1981) Strother (1985) and Weber (1983)

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Critical Review of Research on the Positive
Classroom Discipline Program

• Holding and communicating high expectations for
  student learning and behavior.
• Establishing and clearly teaching classroom rules
  and procedures. Effective managers teach
  behavioral rules and classroom routines in much
  the same way as they teach instructional content,
  and they review these frequently at the beginning
  of the school year and periodically thereafter.
• Specifying consequences and their relation to
  student behavior. Effective managers are careful
  to explain the connection between students'
  misbehavior and teacher-imposed sanctions. This
  connection, too, is taught and reviewed as
  needed.

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Critical Review of Research on the Positive
Classroom Discipline Program

• Enforcing classroom rules promptly, consistently,
  and equitably. Effective managers respond quickly
  to misbehavior, respond in the same way at
  different times, and impose consistent sanctions
  regardless of the gender, race, or other personal
  characteristics of misbehaving students.
• Sharing with students the responsibility for
  classroom management. Effective managers work to
  inculcate in students a sense of belonging and
  self-discipline, rather than viewing discipline
  as something imposed from the outside.
• Monitoring classroom activities and providing
  feedback and reinforcement. Effective managers
  observe and comment on student behavior, and they
  reinforce appropriate behavior through the
  provision of verbal, symbolic, and tangible
  rewards.

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Critical Review of Research on the Positive
Classroom Discipline Program

• Having determined that the use of positive
  classroom discipline techniques makes for
  well-disciplined classroom environments, lets
  turn our attention to the question of whether
  significant improvements in classroom discipline
  could be achieved through the provision of
  teacher training in these validated techniques.

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Critical Review of Research on the Positive
Classroom Discipline Program

• Research on the effects of teacher training in
  positive classroom discipline techniques includes
  work by Emmer, et al. (1983) Evertson (1985,
  1989) Evertson, et al. (1983) Fitzpatrick and
  McGreal (1983) Mandlebaum, et al. (1983) and
  Stallings and Mohlman (1981).

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Critical Review of Research on the Positive
Classroom Discipline Program

• According to these researchers, training
  programs, such as the Positive Classroom
  Discipline Program, that include learning
  activities and practice in the below mentioned
  areas are very effective
• Organizing the room and materials
• Developing a workable set of rules and procedures
  
• Assuring student accountability
• Formulating and explaining consequences
• Planning activities for the first week
• Maintaining the management system
• Increasing instructional clarity
• Organizing instruction
• Adjusting instruction for special groups.
• Such training programs have proven very
  successful in bringing about reductions of
  discipline problems in the classrooms of
  participating teachers.

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Reviews

• Thomas H. Allen declared that the workshops
  taught by Fred Jones are highly recommended. His
  plan allows teachers to teach and students to
  learn.
• http//www.humbolt.edu/_thal/discip-options.html
• Customers reviewed Fred Jones book. One teacher
  said that it was the only method that she used in
  31 years of teaching. Readers liked that it
  taught teachers how to set limits, teach
  responsibility and motivate students. They
  claimed that teaching and learning was improved
  using these methods in the classroom.
• http//www.helpfulreviews.com/info/0965026302.html
  
• Provides a selected list of findings from Fredric
  Jones research on the actions of teachers after
  the students misbehave in the classroom. Site
  also provides pros and cons of the positive
  classroom discipline approach.
• http//students.ed.uiuc.edu/catey/limits.htm

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Reviews (continued)

• An Education professor at Kentucky Christian
  College provides a helpful yet brief overview of
  the Jones program, including explanations/purpose
  s of each strategy
• http//campus.kcc.edu/faculty/dfyffe/jones.html
• A project by Florida State University provides
  examples of Behavioral Interventions, including
  School Bus, Cafeteria, Rules, Procedures,
  and Routines, and PAT
• http//www.fsu.edu/truancy/interventions.html
• Customer reviews of Positive Classroom Discipline
  book. One reader states that there are few ideas
  mentioned in the book but those few ideas really
  work. Most of the reviews are positive.
• http//www.amazon.com/exec/obidos/tg/detail/-/096
  5026302/102-3599155-3580111?vglance

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References

• Bowman, R., Jr. "Effective Classroom Management
  A Primer for Practicing Professionals." Clearing
  House 57/3 (1983) 116-118.
• Brophy, J. "Classroom Management Techniques."
  Education and Urban Society 18/2 (1986) 182-194.
  
• Brophy, J. E. "Classroom Organization and
  Management." The Elementary School Journal 83/4
  (1983) 265-285.
• Cotton, K., and Savard, W. G. Student Discipline
  and Motivation Research Synthesis. Portland, OR
  Northwest Regional Educational Laboratory, 1982.
  (ED 224 170)
• Docking, J. "The Impact of Control and Management
  Styles on Young Children in the Early Years of
  Schooling." Early Childhood Development and Care
  8 (1982) 239-252.
• Doyle, W. "Classroom Management Techniques." In
  Strategies to Reduce Student Misbehavior, edited
  by Oliver C. Moles. Washington, DC Office of
  Educational Research and Improvement, 1989,
  11-31. (ED 311 608)
• Emmer, E. T. Management Strategies in Elementary
  School Classrooms. Austin, TX Research and
  Development Center for Teacher Education, 1982.
  (ED 251 432)
• Emmer, E. T., and Evertson, C. M. "Synthesis of
  Research on Classroom Management." Educational
  Leadership 38/4 (1981) 342-347.

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References

• Emmer, E. T. Evertson, C. M. and Anderson, L.
  M. "Effective Classroom Management at the
  Beginning of the School Year." The Elementary
  School Journal 80/5 (1980) 219-231.
• Emmer, E. T. Sanford, J. P. Clements, B. S.
  and Martin, J. Improving Junior High Classroom
  Management. Austin, TX Research and Development
  Center for Teacher Education, 1983. (ED 261 053)
• Evertson, C. M. "Improving Elementary Classroom
  Management A School-Based Training Program for
  Beginning the Year." Journal of Educational
  Research 83/2 (1989) 82-90.
• Evertson, C. M. "Training Teachers in Classroom
  Management An Experimental Study in Secondary
  School Classrooms." Journal of Educational
  Research 79/1 (1985) 51-58.
• Evertson, C. M. Emmer, E. T. Sanford, J. P.
  and Clements, B. S. "Improving Classroom
  Management An Experiment in Elementary School
  Classrooms." The Elementary School Journal 83/2
  (1983) 173-188.
• Fitzpatrick, K. A., and McGreal, T. L. "The
  Effect of Training in Classroom Management on
  Academic Engaged Time in Secondary Classrooms."
  Illinois School Research and Development 20/1
  (1983) 20-32.
• Gettinger, M. "Methods of Proactive Classroom
  Management." School Psychology Review 17/2
  (1988) 227-242.

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References

• Gottfredson, D. G. Karweit, N. L. and
  Gottfredson, G. D. Reducing Disorderly Behavior
  in Middle Schools. Baltimore, MD Center for
  Research on Elementary and Middle Schools, Johns
  Hopkins University, April 1989.
• Luke, M. D. "Research on Class Management and
  Organization Review with Implications for
  Current Practice." Quest 41 (1989) 55-67.
• Mandlebaum, L. H. Russell, S. C. Drouse, J.
  and Gonter, M. "Assertive Discipline An
  Effective Classwide Behavior Management Program."
  Behavioral Disorders 8/4 (1983) 258-264.
• Moskowitz, G., and Hayman, J. L., Jr. "Success
  Strategies of Inner-City Teachers A Year-Long
  Study." Journal of Educational Research 69
  (1976) 283-289.
• Ornstein, A. C., and Levine, D. U. "Teacher
  Behavior Research Overview and Outlook." Phi
  Delta Kappan 62/8 (1981) 592-596.
• Sanford, J. P., and Evertson, C. M. "Classroom
  Management in a Low SES Junior High Three Case
  Studies." Journal of Teacher Education 32/1
  (1981) 34-38.
• Stallings, J. A., and Mohlman, G. C. School
  Policy, Leadership Style, Teacher Changes, and
  Student Behavior in Eight Schools. Mountain View,
  CA Stallings Teaching and Learning Institute,
  1981. (ED 209 759)
• Strother, D. B. "Practical Applications of
  Research." Phi Delta Kappan 66/10 (1985)
  725-728.
• Weber, W. A. Crawford, J. Roff, L. A. and
  Robinson, C. Classroom Management Reviews of the
  Teacher Education and Research Literature.
  Princeton, NJ Educational Testing Service, 1983.