Fredric H.

Jones

By: Dani
Mikel &
Angelica
Rinebarger

Biography
P h.D. in Clinical
psychology from UCLA
S pecializes in work with
schools and families
P sychologist
D irector of the Classroom
Management program in
Santa Cruz, California

Positive Discipline
M anages group
behavior in the
classroom.
I ncreases
cooperative and
responsible
behavior

Positive Discipline
R educes disruptions
T ransforms
discipline problems
into positive
learning

Positive Discipline
G eneral Rule:
With predictability,
students feel safe and
relax

Incentive Systems
G enuine incentives: films, free time
Grandmas rule: incentives to finish
assignment
E ducational value: tied to academic content
G roup concern: all students allowed to
participate

Ease of Implementation
E stablish/explain
rules
V ote periodically

Positive Discipline in the Classroom

C hildren should be
controlled to behave
properly
A chieve control through
non-verbal cues
P arents & administrators
are resources

Positive Discipline in the Classroom

C lassroom structure: Seating, rules, routines,
etc.
L imit setting
Responsibility training
B ack-up system

Positive Discipline in the Classroom

A ccording to Jones:
S anctions
L ess acceptable
P oor practice

Time-Out
C lear rules and expectations
C onsequences described
A ppropriate time-out place
E arly response
C onsistency
D elivery if student resists
R esponse to problems caused

Strengths
Reduces distractions
Keeps students on task
Focuses on the positive
Community-building

Shortcomings
M ay fail to achieve its
potential
M ust be properly taught

Teachers Role
T each students how
to behave
B ody language: eye
contact, proximity,
etc.

Teachers Role
P resence
Teaching
Escalation

Teachers Role
S upport
A ppropriateness
S implicity
C larity
R espect

Case Study
A students is
constantly
misbehaving in
class.
W hat will the
teacher do?

Case Study
T alks to the student.
F inds out what is going on.
G ets in touch with parents.
S tresses to class that they cannot misbehave.

Danis Opinion
U seful at managing
behavior
B etter way to
communicate with
students

Angelicas Opinion
G ood option for
teachers
R equires extreme
effort and only the
best

Graphic Citations
Slide 2:
http://www.lecturemanagement.com/speakers/
jones_fred.htm
Slides 3, 18, & 19:
http://office.microsoft.com
Slides 4, 5, & 17:
http://www.hasslefreeclipart.com
Slide 12:
http://www.kozzi.com/free-photo
Slides 6-11, 13-16, & 20:
http://office.microsoft.com

References

Slide 2:
fredjones.com. (n.d.).
The positive discipline model. (n.d.). Retrieved from http://www.metu.edu
Slides 3, 4, & 13:
Jones, F.H. (1987). Positive classroom discipline. New York: McGraw-Hill, 19-24.
Slides 5-11, 14:
The positive discipline model. (n.d.). Retrieved from http://faculty.msmc.edu/
frm6763/pdf/positive_discipline.pdf
Slide 12:
Jones, F.H. (2007). Tools for teaching. Santa Cruz, CA: Fredric H. Jones, 13-25.
Slides 15 & 16:
Hooks, J. (n.d.). Teacher tips/discipline model behavior. Retrieved from http://
www.childrensministry.com/articles/model-behavior?p=2