1. Frederic H. Jones Positive Classroom Discipline
(Charles, 2002)

2. Major emphasis on nonverbal communication (p. 52)
Body language
Facial expressions
Eye contact
Physical proximity
Main focus help students support self-control
Proper behavior
Also positive attitude

3. Average 50% of time lost to off task or disruptive behavior
Incentives attainable by a few
Don’t change the class as a whole
Dependency syndrome
Helpless handraisers
Teacher hovering during independent work
(p. 54)

4. Students to work on their own
Massive time wasting
Hands raised
Students talk inappropriately
Goof off/daydream
Move without permission/out of seats

5. 5 Skill Clusters #1 Classroom Structure to Discourage Misbehavior
Room arrangement
Classroom rules
Classroom chores
Opening routines
(p. 55)

6. #2 Limit-Setting Through Body Language
Proper breathing
Eye contact
Physical proximity
Body carriage
Facial expressions
(pp )

7. #3 using Say, See, Do Teaching
Alternate teacher input and student output
Teacher Says/Does
Students See
Students Do
(p. 57)

8. #4 Responsibility Training Through Incentive Systems (pp. 57-59)
Top achievers
Grandma’s Rule
Student responsibility
Genuine incentives
Preferred Activity Time (PAT)
Students must want
Earn time through responsibility
Teacher able to live with

9. Students earn time for PAT
Everyone on time
May omit a student from losing time
Educational value
Enrichment activities
Team learning games
Group concern
Everyone has a stake in learning incentive
(pp )

10. Ease of implementation
Establish and explain
Allow to vote on approved activities
Keep track of earned PAT time
When incentives do not work
Stale activities
Unusual occurrences (weather, holiday)
Individual loss of self-control or defiance
(p. 61)

11. Omission training Backup systems (p. 61)
Allows student to earn PAT time for class
By omitting misbehavior
Earns points for self and class
Only loses points for self
Backup systems
Private, close range
Warnings, reprimands
Chronic disruption
(p. 61)

12. #5 Providing Efficient Help to Individual Students
Research shows ~4 minutes with each student
Dependency syndrome
Personal attention
Independent seatwork
Insufficient time
Wasted time
Misbehavior potential
Dependency perpetuation
(p )

13. Efficient Help Organize room so teacher can easily reach students
Graphic organizers
Typical example
Efficient help—20 seconds/student
Goal of 10 seconds
(p )

14. Efficient Help Positive Minimize verbiage Leave immediately
Mention any aspect completed correctly
Minimize verbiage
Suggest what to do next
Leave immediately
“Be positive; be brief; be gone!”
(pp )