Positive Classroom Discipline by: Fredric Jones Group 2: John Arrington Amanda Hirsch Jolee Laster.

Positive Classroom DisciplinePositive Classroom Disciplineby: Fredric Jonesby: Fredric Jones

Group 2:Group 2:John ArringtonJohn ArringtonAmanda HirschAmanda Hirsch

Jolee LasterJolee Laster

Classroom DisciplineClassroom Discipline

““There is no ‘best method’ of dealing with There is no ‘best method’ of dealing with discipline in the classroom; rather there discipline in the classroom; rather there are many different methods for different are many different methods for different

children in different circumstances”children in different circumstances”

-Fred Jones-Fred Jones

Common Ideas About DisciplineCommon Ideas About DisciplineDiscipline as a reaction to a problem situationDiscipline as a reaction to a problem situationManagement of discipline consists of Management of discipline consists of collection of as many remedies for as many collection of as many remedies for as many problem situations as possibleproblem situations as possibleBigger “bag of tricks” = better managementBigger “bag of tricks” = better managementDiscipline techniques are simple notions Discipline techniques are simple notions about what to do that can be quickly and about what to do that can be quickly and easily conveyed by a few words or quick easily conveyed by a few words or quick demonstrationdemonstration

Problematic IdeasProblematic Ideas

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

Jones’ PhilosophyJones’ Philosophy

For students to learn, they must first enjoy For students to learn, they must first enjoy learning, which is helped through learning, which is helped through classroom managementclassroom management

Improvements in education come down to Improvements in education come down to individual teachers and how they run the individual teachers and how they run the classroomclassroom

Classrooms must be built from the ground Classrooms must be built from the ground up to prevent potential problemsup to prevent potential problems

Positive Classroom DisciplinePositive Classroom Discipline

Goals: Goals: – To reduce teacher workload and reduce the To reduce teacher workload and reduce the

need for special consultants.need for special consultants.– Integration of discipline, instruction, and Integration of discipline, instruction, and

motivationmotivation– Discipline management outside the classroom Discipline management outside the classroom

(e.g. hallway noise, rowdy assemblies, etc.)(e.g. hallway noise, rowdy assemblies, etc.)

Effective Behavior ManagementEffective Behavior Management

Deals with pairs of behaviorsDeals with pairs of behaviors

Should build positive behavior, not only Should build positive behavior, not only eliminate problem behavioreliminate problem behavior

Differential reinforcement of appropriate Differential reinforcement of appropriate behaviors in conjunction with suppression behaviors in conjunction with suppression of problem of problem

Management SystemManagement System

Positive Classroom Discipline composed Positive Classroom Discipline composed of three different management of three different management methodologiesmethodologies

Integrated to form three-tiered approach:Integrated to form three-tiered approach:– Limit settingLimit setting– Incentive systemsIncentive systems– Backup systemsBackup systems

Discipline ApproachesDiscipline Approaches

Should be low key, stress reducing, non-Should be low key, stress reducing, non-adversarial, self eliminating.adversarial, self eliminating.

Limit settingLimit setting

Preferred Activity Time (PAT)Preferred Activity Time (PAT)

Praise, Prompt, and Leave (PPL)Praise, Prompt, and Leave (PPL)

Key IdeasKey Ideas

Pinpoint the problemPinpoint the problem

Build on student strengthsBuild on student strengths

Record behaviorRecord behavior

Pinpoint reinforcementPinpoint reinforcement

Choose appropriate interventionChoose appropriate intervention

Know behavioral management basicsKnow behavioral management basics

Problems that are solved:Problems that are solved:

Fooling around in classFooling around in classLack of cooperationLack of cooperationBacktalkBacktalkToo many office referralsToo many office referralsConstant help seekersConstant help seekersDawdlingDawdlingSloppy workSloppy workFailure to learnFailure to learn

What it does for teachersWhat it does for teachers

Gives them less workGives them less work

Increases sense of controlIncreases sense of control

Reduces stressReduces stress

Fewer parent conferencesFewer parent conferences

Basic Teacher ProceduresBasic Teacher Procedures

Prevention vs. RemediationPrevention vs. Remediation

Remember: Calm is StrengthRemember: Calm is Strength

Use Body LanguageUse Body Language

Teach Responsibility (PAT)Teach Responsibility (PAT)

Have a back up planHave a back up plan

Prevention vs. Prevention vs. RemediationRemediation– Create a positive Create a positive

environmentenvironment– 11stst day/week is very day/week is very

important: Begin important: Begin the year explaining the year explaining the structure of the the structure of the classroom.classroom.

Any problems should Any problems should be closely evaluated be closely evaluated before taking action.before taking action.Locate the factor that Locate the factor that is reinforcing the is reinforcing the behavior.behavior.

Reacting calmly to Reacting calmly to situations will help to situations will help to defuse conflict and defuse conflict and promote control in the promote control in the classroom.classroom.Body Language can be Body Language can be used to indicate used to indicate misbehavior.misbehavior.– Nonverbal signalNonverbal signal– Pointing to rules on the Pointing to rules on the

wallwall

Be prepared for Be prepared for misbehavior, have a misbehavior, have a plan of how to deal with plan of how to deal with it.it.– Time outTime out– Problem solverProblem solver

Backup Systems can include:Backup Systems can include:

Setting up the room to promote a positive Setting up the room to promote a positive work environment.work environment.

Seeking Parent SupportSeeking Parent Support

Posting clear rulesPosting clear rules

Enforce rules when they are brokenEnforce rules when they are broken

Teach and Re-teach rules as necessaryTeach and Re-teach rules as necessary

Enforce rules calmly, consistently and Enforce rules calmly, consistently and promptlypromptly

PAT=FUN+LEARNINGPAT=FUN+LEARNINGfor the whole classfor the whole class..

PAT=FUN+LEARNINGPAT=FUN+LEARNINGfor the whole classfor the whole class..

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

responsibility.responsibility.

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

• It’s a WIN/WIN situation.

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.

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.

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.

Individual IncentiveIndividual IncentiveIdeasIdeas

Allow student to leave class earlyAllow student to leave class early

Display students workDisplay students work

Reward with high grades (extra credit if Reward with high grades (extra credit if appropriate)appropriate)

Give stars or stickersGive stars or stickers

Critical Review of Research on the Critical Review of Research on the Positive Classroom Discipline Positive Classroom Discipline

ProgramProgram

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


ProgramProgram

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


ProgramProgram

Holding and communicating high expectations for student learning Holding and communicating high expectations for student learning and behavior. and behavior.

Establishing and clearly teaching classroom rules and procedures. Establishing and clearly teaching classroom rules and procedures. Effective managers teach behavioral rules and classroom routines Effective managers teach behavioral rules and classroom routines in much the same way as they teach instructional content, and they in much the same way as they teach instructional content, and they review these frequently at the beginning of the school year and review these frequently at the beginning of the school year and periodically thereafter. periodically thereafter.

Specifying consequences and their relation to student behavior. Specifying consequences and their relation to student behavior. Effective managers are careful to explain the connection between Effective managers are careful to explain the connection between students' misbehavior and teacher-imposed sanctions. This students' misbehavior and teacher-imposed sanctions. This connection, too, is taught and reviewed as needed. connection, too, is taught and reviewed as needed.


ProgramProgram

Enforcing classroom rules promptly, consistently, and equitably. Enforcing classroom rules promptly, consistently, and equitably. Effective managers respond quickly to misbehavior, respond in the Effective managers respond quickly to misbehavior, respond in the same way at different times, and impose consistent sanctions same way at different times, and impose consistent sanctions regardless of the gender, race, or other personal characteristics of regardless of the gender, race, or other personal characteristics of misbehaving students. misbehaving students.

Sharing with students the responsibility for classroom management. Sharing with students the responsibility for classroom management. Effective managers work to inculcate in students a sense of Effective managers work to inculcate in students a sense of belonging and self-discipline, rather than viewing discipline as belonging and self-discipline, rather than viewing discipline as something imposed from the outside. something imposed from the outside.

Monitoring classroom activities and providing feedback and Monitoring classroom activities and providing feedback and reinforcement. Effective managers observe and comment on reinforcement. Effective managers observe and comment on student behavior, and they reinforce appropriate behavior through student behavior, and they reinforce appropriate behavior through the provision of verbal, symbolic, and tangible rewards. the provision of verbal, symbolic, and tangible rewards.


ProgramProgram

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


ProgramProgram

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


ProgramProgramAccording to these researchers, training programs, such as the Positive According to these researchers, training programs, such as the Positive Classroom Discipline Program, that include learning activities and practice Classroom Discipline Program, that include learning activities and practice in the below mentioned areas are very effective: in the below mentioned areas are very effective:

– Organizing the room and materials Organizing the room and materials – Developing a workable set of rules and procedures Developing a workable set of rules and procedures – Assuring student accountability Assuring student accountability – Formulating and explaining consequences Formulating and explaining consequences – Planning activities for the first week Planning activities for the first week – Maintaining the management system Maintaining the management system – Increasing instructional clarity Increasing instructional clarity – Organizing instruction Organizing instruction – Adjusting instruction for special groups. Adjusting instruction for special groups.

Such training programs have proven very successful in bringing about Such training programs have proven very successful in bringing about reductions of discipline problems in the classrooms of participating teachers.reductions of discipline problems in the classrooms of participating teachers.

ReviewsReviews

Thomas H. Allen declared that the workshops taught by Fred Jones Thomas H. Allen declared that the workshops taught by Fred Jones are highly recommended. His plan allows teachers to teach and are highly recommended. His plan allows teachers to teach and students to learn.students to learn.– http://www.humbolt.edu/_thal/discip-options.htmlhttp://www.humbolt.edu/_thal/discip-options.html

Customers reviewed Fred Jones book. One teacher said that it was Customers reviewed Fred Jones book. One teacher said that it was the only method that she used in 31 years of teaching. Readers the only method that she used in 31 years of teaching. Readers liked that it taught teachers how to set limits, teach responsibility liked that it taught teachers how to set limits, teach responsibility and motivate students. They claimed that teaching and learning and motivate students. They claimed that teaching and learning was improved using these methods in the classroom.was improved using these methods in the classroom.– http://www.helpfulreviews.com/info/0965026302.htmlhttp://www.helpfulreviews.com/info/0965026302.html

Provides a selected list of findings from Fredric Jones’ research on Provides a selected list of findings from Fredric Jones’ research on the actions of teachers after the students’ misbehave in the the actions of teachers after the students’ misbehave in the classroom. Site also provides pros and cons of the positive classroom. Site also provides pros and cons of the positive classroom discipline approach.classroom discipline approach.– http://students.ed.uiuc.edu/catey/limits.htmhttp://students.ed.uiuc.edu/catey/limits.htm

Reviews (continued)Reviews (continued)An Education professor at Kentucky Christian College provides a An Education professor at Kentucky Christian College provides a helpful yet brief overview of the Jones program, including helpful yet brief overview of the Jones program, including explanations/purposes of each strategyexplanations/purposes of each strategyhttp://campus.kcc.edu/faculty/dfyffe/jones.htmlhttp://campus.kcc.edu/faculty/dfyffe/jones.html

A project by Florida State University provides examples of A project by Florida State University provides examples of Behavioral Interventions, including “School Bus”, “Cafeteria”, “Rules, Behavioral Interventions, including “School Bus”, “Cafeteria”, “Rules, Procedures, and Routines”, and “PAT”Procedures, and Routines”, and “PAT”http://www.fsu.edu/~truancy/interventions.htmlhttp://www.fsu.edu/~truancy/interventions.html

Customer reviews of Positive Classroom Discipline book. One Customer reviews of Positive Classroom Discipline book. One reader states that there are few ideas mentioned in the book but reader states that there are few ideas mentioned in the book but those few ideas really work. Most of the reviews are positive. those few ideas really work. Most of the reviews are positive. http://www.amazon.com/exec/obidos/tg/detail/-/0965026302/102-http://www.amazon.com/exec/obidos/tg/detail/-/0965026302/102-3599155-3580111?v=glance3599155-3580111?v=glance

ReferencesReferencesBowman, R., Jr. "Effective Classroom Management: A Primer for Practicing Professionals." Clearing House 57/3 Bowman, R., Jr. "Effective Classroom Management: A Primer for Practicing Professionals." Clearing House 57/3 (1983): 116-118. (1983): 116-118.

Brophy, J. "Classroom Management Techniques." Education and Urban Society 18/2 (1986): 182-194. 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.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 Cotton, K., and Savard, W. G. Student Discipline and Motivation: Research Synthesis. Portland, OR: Northwest Regional Educational Laboratory, 1982. (ED 224 170) 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." 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. Early Childhood Development and Care 8 (1982): 239-252.

Doyle, W. "Classroom Management Techniques." In Strategies to Reduce Student Misbehavior, edited by Oliver 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) 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 Emmer, E. T. Management Strategies in Elementary School Classrooms. Austin, TX: Research and Development Center for Teacher Education, 1982. (ED 251 432) Center for Teacher Education, 1982. (ED 251 432)

Emmer, E. T., and Evertson, C. M. "Synthesis of Research on Classroom Management." Educational Leadership Emmer, E. T., and Evertson, C. M. "Synthesis of Research on Classroom Management." Educational Leadership 38/4 (1981): 342-347. 38/4 (1981): 342-347.

ReferencesReferencesEmmer, E. T.; Evertson, C. M.; and Anderson, L. M. "Effective Classroom Management at the Beginning 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. 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 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) 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 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. 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 Evertson, C. M. "Training Teachers in Classroom Management: An Experimental Study in Secondary School Classrooms." Journal of Educational Research 79/1 (1985): 51-58. 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: 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. 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 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. 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): Gettinger, M. "Methods of Proactive Classroom Management." School Psychology Review 17/2 (1988): 227-242.227-242.

ReferencesReferencesGottfredson, D. G.; Karweit, N. L.; and Gottfredson, G. D. Reducing Disorderly Behavior in Middle Schools. Baltimore, MD: Center for Research on Elementary 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. 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. 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 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. 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. 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. 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. 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 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) Teaching and Learning Institute, 1981. (ED 209 759)

Strother, D. B. "Practical Applications of Research." Phi Delta Kappan 66/10 (1985): 725-728. 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: 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. Educational Testing Service, 1983.

Positive Classroom Discipline by: Fredric Jones Group 2: John Arrington Amanda Hirsch Jolee Laster.

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