1. By: Sable Brown, Eliza Nolley, Colleen Barry, Mary Keck
Positive Discipline
By: Sable Brown, Eliza Nolley, Colleen Barry, Mary Keck

2. “The teacher that is too ‘busy’ to teach rules and enforce them promptly will forever be out of time.”
--Unknown

3. About Dr. Fred Jones Received Ph.D. in clinical psychology from UCLA
Developed methods to help children with severe emotional disorders
crossed these methods over to special education and general classroom setting
Researched and developed classroom management techniques

4. Basic Ideas Degree of teacher control is high
Degree of student control is low

5. Beliefs About Children
There are three types of students:
Self-Starters--listen to directions, have good penmanship, and double check their work
Most Needy--constantly need extra help; they try when teacher is helping, but when the teacher leaves they get confused and become a distraction to other students
Middle-of-the-Roaders--between the two other groups (typically ~½ the class), C+ lifestyle, they always think “Am I done yet?”

6. Beliefs About Children
Children are wired from birth to connect with others
Children who feel a sense of connection to their community, family, and school are less likely to misbehave
Students need to be controlled and discipline must be taught
discipline problems occur because of mismanaging various routines and procedures in the classroom
Children learn from actions

7. Main Ideas/Philosophy
To achieve classroom control, teachers should use appropriate classroom management methods and model appropriate behavior
Positive reinforcement over punishment
Punishment does not solve discipline problems; teachers can promote cooperation through responsibility training, which helps students to demonstrate good behavior voluntarily
Respect and encouragement are essential in establishing proper classroom behaviors

8. Main Ideas/Philosophy
Focus on preventing disruptive behavior and losing instructional time
50% of classroom time is lost due to student misbehavior and being off task
Avoid this lost time by systematically employing seating arrangements, limit setting techniques, and responsibility training through incentives
Goal is to keep things fair and consistent
Importance placed on developing positive social traits as well as valuable social and life skills to build character

9. Classroom Environment
The classroom environment should be organized
Clearly labeled areas for belongings, materials
Furniture arranged for easy mobility
Assigned seating

10. Classroom Procedures
Operational rules: help the classroom run smoothly, and should be practiced frequently
They include…
Information relating to materials
Performance expectations on assignments
Classroom routines
Breaks, arrival/dismissal, clean-up

11. Classroom Rules General classroom rules should be... Simple, clear
Limited to an important few
Enforced every time they are broken

12. Teacher Techniques
Limit setting techniques--actions taken by the teacher to control the student’s natural reflexes and motivate students back to work
These techniques primarily involve the use of body language designed to convince
Body Language:
Eye contact
Physical proximity
Body carriage
Facial expression

13. Teacher Techniques 3 Parts of Positive Helping Interaction:
Trial and Error--helps students to build problem solving skills
natural environment provides contingencies that tell us whether our behavior is useful or not
Modeling--modeling is key; students learn social behavior from this, students observe their teacher and imitate what they do
Management is leadership, the teacher must use good leadership skills in order to maintain classroom order
Shaping--skills that are gradually and systematically transmitted from one person to another, the basic process by which the bulk of formal instruction in the classroom take place

14. Teacher Techniques Positive Instructional Support
Move quickly from student to student
“Praise, prompt, leave”
Praise--teacher describes what the student did right first
Prompt--get the student to answer their own question or solve their own problem by asking questions to get them to the right answer
Leave--move on to the next student that needs help

15. Teacher Techniques Incentives Stars Being dismissed first
Work displayed
Preferred activity time
incentive for the entire class

16. When All Else Fails...
Have a backup system in place for when students misbehave
Backup system
Series of increasingly severe consequences
Allows for an immediate teacher response
Facilitate a discussion--through public sharing students learn to be at ease with self-expression and to develop a point of view

17. References