Isaac Clark
Robert Germaine
Caroline Stanley
Classroom management must be built
from the ground up so that most
problems do not occur.”
-Dr. Fred Jones
Introduction
Prevent misbehavior through routines and
classroom environment
 Active teaching that promotes student
participation and attention
 Utilize incentive system to encourage
appropriate behavior, work output, and
responsibility
 Provide effective guidance during
independent work

Save Instructional Time with
Management Techniques

Room Arrangement- Teacher should be able to move
freely and easily through the room to assist and manage
students, thus limiting behavior problems and interruptions
through proximity.

Classroom Rules- Should be general and specific;
students should know what they are supposed to do and how
they are supposed to do it.

Class Chores- Each student should have a chore to do
in the classroom, this will give them a sense of ownership and
responsibility

Opening Routines- Each class should begin with
some type of bell work that “engages and focuses students
on the day’s lesson”. Students should be able to start this
activity on their own without assistance from the teacher
Skill Cluster 1: Classroom Structure to Discourage Misbehaviors
Skill Cluster 2: Limit Setting through Body Language
Skill Cluster 3: Using Say, See, Do Teaching
Skill Cluster 4: Responsibility Training through Incentive Systems
Skill Cluster 5: Providing Efficient Help to Individual Students
Skill Cluster 1: Classroom
Structure to Discourage
Misbehaviors

Room Arrangement:
The room should be
arranged in a manner
that makes it easy for the
teacher to circulate the
room. This will minimize
misbehaviors.
Class Rules:
Class rules should be
specific, few in number,
and define the
teachers expectations
for academic and
behavioral success.
The rules should be
posted and reviewed
frequently.

Skill Cluster 1: Classroom
Structure to Discourage
Misbehaviors (Continued)

Classroom Chores:
Delegate as many
classroom chores as you
can. This helps the
students to feel invested
in the class.

Opening Routines:
Lessons should begin
with the ringing of the
school bell. This can
be done with a
“morning drill or journal
that requires very little
to no direct instruction.
This will limit downtime
and misbehaviors.
Skill Cluster 2: Limit Setting
through Body Language



Body Language: You
can “set limits” with
your body language.
Proper Breathing: This
is a technique that can
be used to help stay
calm.
Eye contact: This is a
non-verbal way to
cease and prevent
misbehaviors.


Physical Proximity: By
walking the room you
can help to keep
students on track and
refocus those that are
off track.
Facial Expressions:
These non-verbal
cues can have a
positive or negative
impact on how
students respond to a
teacher.
Skill Cluster 3: Using Say, See, Do
Teaching

Visual Instruction
Plans: Keeps students
on task and reduces
misbehaviors.

Say, See, Do
Teaching: A “doing”
approach that has
students immediately
work with the
information that have
just been given.
Skill Cluster 4: Responsibility
Training through Incentive
Systems

Grandma’s Rule:

Students do better work
and have fewer
misbehaviors if given an
incentive after they finish a
task.
that students enjoy work
as the best incentives.


Student
Responsibility:
Students can learn
responsibility through the
use of incentives.
Genuine
Incentives: Activities
Preferred Activity
Time: Time set aside in
planning for learning
based games, centers,
and workshops that can
work as an incentive.
Skill Cluster 4: Responsibility
Training through Incentive
Systems (Continued)

Educational Value:
Student work should be meaningful.


Omission Training:
A plan for individual students that
continue to display misbehaviors.
Positive behaviors will allow the
class to earn incentives.
Group Concern:
Incentives need to motivate every
student to be effective.


Ease of
Implementation: Incentive
systems should be easy to use for the
teacher and the students.
Backup Systems: A
last resort system put in place to deal
with students who continue to display
misbehaviors.
 Small backup response
 Medium backup response
 Large backup response
Skill Cluster 5: Providing Efficient Help
to Individual Students

Helpless Hand
raising: Students will
raise their hands to get
attention, not always when
help is needed.

Efficient Help:
Optimize student
independence by:
 Room organization
 Visual Instructions
 Minimize the amount of
help given to individual
students
Key Points of Jones’ 5 Clusters

Work the room

Body Language

Room Arrangement

Say, See, Do
Teaching

Praise, Prompt,
Leave

Rules, Routines,
and Expectations

Stay Calm

Visual Instructions
Body Language: Limit Behavior
Problems and Help Maintain Focus

Proper Breathing- The key to maintaining self-control in difficult
situations is through proper breathing.

Eye Contact- “Few physical acts are more effective than eye contact
in conveying the impression of being in control”

Physical Proximity- Simply positioning ones self near a student
exhibiting a less desirable behavior, reminds the student to maintain focus on the
.
 Body Carriage- Proper posture is another way of letting students
task at hand
know you mean business.

Facial Expressions- Like other types of body language
convey thoughts and feelings to students: seriousness,
appreciation, annoyance, likewise, “winks and smiles demonstrate
a sense of humor, the trait that students most enjoy in teachers.”
See, Say, Do Teaching and VIPs

See, Say, Do Teaching- As opposed to a lecturing
style of teaching, where students sit for long periods of time
listening to the teacher lecture and then “doing” something at
the end of the lesson, with See, Say, Do Teaching, students, as
well as the teacher, actively participate throughout the entire
learning process. The students will “see” and then “do”
something throughout the teaching of the lesson. Thus,
reducing time spent sitting “passively” and increasing time
spent actively engaged in the lesson.

VIPs- Visual Instruction Plans: are “series of
picture prompts that represents the process of the activity or thinking and
clearly guides students through the process of the task and performance.”
Which will cut down on time spent answering the “I forgot what to do”
questions, or the “What next?” questions.
Class Incentives

Incentive- Defined by Jones “is something outside of the individual
that prompts the individual to act.”

Example of Class Incentive- Preferred Activity Time
(or PAT) is described as time earned by the class to use for a preferred
activity. Time is earned by the entire class, but can be deducted due to the
actions of one student as to build responsibility to the entire class. Preferred
activities should have “educational value” and not just be “free time”.
Interact Frequently:
“Be Positive, Be Brief, Be Gone”

Individual Assistance- Jones recommends each episode
of individual help last no longer than 20 seconds, with optimal time being 10
seconds. This makes the most use of instructional time, and allows the
teacher more time to work with students who need help. It also cuts down
on time students spend waiting on the teacher for help.
According to Jones, help is to be given using the following model:

Be Positive- Skim over students work, looking for things the
student has done correctly. Mention, positively, something the student has
done correctly.

Be Brief- Prompt the student by directing them to the VIP chart, or
by giving them a direct task.

Be Gone- Walk away promptly.
What it does for teachers
Increases sense of control
 Reduces stress
 Fewer office referrals
 Increases instruction time

Pros of Jones’s Model
Strategies are teachable
 Promotes preventing behavior problems
 Supports proper behavior
 Model can be implemented in steps

Cons of Jones’s Model

Teachers may need specific training to
master techniques

PAT may be difficult to implement into
early childhood grades
Jimmy is a fifth grade student in Mrs.
Martyn’s class. Although he is a quiet
pupil and never is a disruption, Jimmy
lacks drive to complete any
assignments. He prefers to sit in his
seat and daydream. Mrs. Martyn
cannot get Jimmy to do any work.
How would you use
Jones’s model with
Jimmy?
Positive Classroom Discipline
Be POSITIVE and BRIEF
 Create an individual incentive program.
Jimmy can earn PAT time for himself
through appropriate behavior.
 Make frequent eye contact and move
Jimmy’s desk closer to you
 Check on his progress several times
during seat work

Conclusion
Jones Positive Discipline Model
promotes improving teacher
effectiveness to prevent
misbehavior in the classroom.
The model emphasizes
student motivation and
positive incentives.
References
Jones, F. 1987a. Positive classroom discipline. New York:
McGraw-Hill.
Jones, F. 1987b. Positive classroom instruction. New York:
McGraw-Hill.
Jones, F. 1979. The gentle art of classroom discipline.
National Elementary Principal, 58, 26-32.
Charles, C. M. (2005). Building classroom discipline (8th ed.).
Needham Heights, MA: Allyn and Bacon.