Fred Joness Positive Classroom Discipline

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Fred Joness Positive Classroom Discipline

• Presented by
• Alaska, Nicole, Jackie and Katie

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• The flower pot on your desk is your group color.
  Find your matching color. When groups are ready
• Red goes to Jackie
• Green goes to Alaska
• Blue goes to Nicole
• Yellow goes to Katie

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• Skill Cluster 4 Incentive Systems
• Incentives are outside motivations that are
  promised as an outcome of desired behavior. They
  encourage students to be on task and prevents
  wasted time.

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• Grandmas Rule
• First eat your vegetables, and then you can have
  your dessert.
• Student Responsibility
• Why should I? Whats in it for me?
• Student take charge of their own behavior.

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• Genuine Incentives
• Students will not work long to earn free time but
  they will for activity time they enjoy. (i.e.
  more center time or art)
• Preferred Activity Time (PAT)
• Time available for students for learning games
  and enrichment activities. Preferred activity
  is one students enjoy and has educational
  value.

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• Group Concern
• The whole class takes responsibility for each
  others actions.
• Ease of Implementation
• Omission Training
• A plan that allows a student to earn PAT for the
  entire class by omitting a certain misbehavior.
• Backup Systems

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• Kristina, a student in Mr. Jakes class, is quite
  docile. She socializes little with other
  students and never disrupts the class. However,
  Mr. Jake cannot get Kristina to do any work. She
  rarely completes an assignment. She is simply
  there, putting forth almost no effort at all.
• How would Jones deal with Kristina?

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Kristina

• Make frequent eye contact
• Move close to Kristina. Stand near her or beside
  her while presenting the lesson.
• Check on her progress several times during seat
  work.
• Increase See, Say, Do Teaching
• Create a personal incentive system for Kristina

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• Sara is a pleasant girl who participates in class
  activities and does most, though not all, of her
  assigned work. She cannot seem to refrain from
  talking to classmates, however. Her teacher, Mr.
  Gonzales, has to speak to her repeatedly during
  lessons, to the point that he often becomes
  exasperated and loses his temper.
• How would Jones deal with Sara?

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Sara

• Stand close to Sara during lessons and make
  constant eye contact.
• Remain calm. Anger will not solve anything.
• Be Positive, Be Brief, Be Gone
• Create an incentive system where Saras good
  behavior can earn the class incentives.

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• Larger and louder than his classmates, Joshua
  always wants to be the center of attention, which
  he accomplishes through a combinations of
  clowning and intimidation. He makes wise
  remarks, talks back (smilingly) to the teacher,
  utters a variety of sound-effect noises such as
  automobile crashes and gunshots, and makes
  limitless sarcastic comments and put-downs of his
  classmates. Other students will not stand up to
  him, apparently fearing his size and verbal
  aggression. His teacher, Miss Pearl, has come
  to her wits end.
• How would Joness deal with Joshua?

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Joshua

• Create an individual incentive program. Joshua
  can earn PAT time for himself through his good
  behavior
• Be Positive, Be Brief, Be Gone
• Constantly check in with Joshua through eye
  contact, or body proximity.

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• Tom has appeared to be in his usual foul mood
  ever since arriving in class. On his way to
  sharpen his pencil, he bumps into Franks, who
  complains. Tom tells him loudly to shut up.
  Miss Baines, the teacher, says, Tom, go back to
  your seat. Tom wheels around, swears loudly and
  says heatedly, Ill go when Im damned good and
  ready!
• How would Joness deal with Tom?

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Tom

• Remain calm. Showing anger back towards a
  student will not solve anything.
• Remember to breathe. Breathing is a simple way
  to calm yourself down.
• Remind Tom of the classroom rules and why they
  are in place.