P OSITIVE D ISCIPLINE -F RED J ONES Caroline Hance Brittany Maiden Madison Lewis Jessica Choi

A BOUT F RED J ONES Dr. Fred Jones received his PhD in clinical Psychology at UCLA specializing in schools and families. While working as the head of the Child Experimental Ward of the Neuropsychiatric Institute at the UCLA Medical Center, he began researching classroom management for regular and special education classes. Later in his career, Dr. Jones presented his positive discipline model in a book he wrote. Dr. Jones has studied highly effective teachers for 30 years and believes "the best way to manage behavior problems is to prevent their occurrence“.

P HILOSOPHY S TATEMENT Teachers must put forth dignity and cooperation. If students feel like they are respected as individuals, they will want to act with similar behaviors. Likewise, when teachers act maturely and competently, students will see them as role models after whom they pattern their own behavior! What are some behavior difficulties you could see happening in your classroom? What are some positive discipline techniques you could utilize?

S TUDENT / T EACHER C ONTROL I N T HE C LASSROOM DEGREE OF TEACHER CONTROL: HIGH Dr. Fred Jones believes that as a teacher, you should always follow through with the proper consequences of a students’ either appropriate and inappropriate action. Expectations should be made clear and repeatedly MODELED through the school year. A student will only take you seriously if you are consistent. DEGREE OF STUDENT CONTROL: MID/LOW The students’ decision to behave or misbehave is their own decisions. The repercussions of their good or bad behavior is made clear, so it is up to them to make the choice to behave well.

L OSING T RACK O F T IME … Dr. Jones believes management is leadership. Classroom time is often lost to people speaking out of turn, day dreaming, being out of their seats, making noises, etc. Jones recommends to have seating arrangements, limit setting techniques, and have incentives to avoid losing class time.

S EATING A RRANGEMENTS Have students in close proximity to teacher- free of furniture or other physical barriers- easy access to students. Enforce seating arrangements- this way, students are focused on work and not a conversation with their friends.

L IMIT S ETTING T ECHNIQUES Limit setting techniques are meant to motivate students to regain focus on activity or lecture if they are distracted or uninterested. Eye Contact- is a non-verbal way to communicate to the student that their behavior is not going unnoticed. By keeping eye-contact with the student, it shows the teacher’s confidence and it does not take from class time. Physical Proximity- Students are less likely to misbehave if the teacher is near by—Move by misbehaving student during lecture. Body Carriage- Teachers should hold themselves erect and move assertively- this suggests strong leadership Facial Expressions- can communicate encouragement or disappointment for positive and negative behavior.

I NCENTIVES Jones believes that punishment does not solve bad behavior. He believes that students will behave and cooperate over time if good relationships and incentives are provided. Incentives should be available daily, weekly, and monthly. Some incentives include: Stars Tickets—receive so many, get a prize Being dismissed first Homework Pass Popcorn Party Class Movie Preferred Activity Time

B ACK U P P LAN Dr. Jones believes “a back-up system is a series of responses designed to meet force with force so that the uglier the student’s behavior becomes, the deeper he or she digs his or her hole with no escape.” By having a back up plan, you will have confidence of how to respond to a students’ behavior without becoming upset.

W ORKS C ITED Andrius, J. (1987, January 1). The Jones Model of Discipline. Retrieved September 10, 2014, from discipline/the-jones-model.htmlwww.teachermatters.com/classroom-discipline/models-of- Education World: Fred Jones: Tools for Teaching. (n.d.). Retrieved September 9, 2014, from The Positive Discipline Model. (n.d.). Retrieved September 9, 2014, from The Positive Discipline Model. (n.d.). Retrieved September 9, 2014, from Positive Discipline Model.htm Positive Discipline Model.htm