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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
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