By: Norma Orozco & Maria Tinoco

“
There is no “best method” of dealing with discipline in the classroom; rather there are many different methods for different children in different circumstances
”
-Fred Jones

http://www.youtube.com/watch?v=vgBjq1EsDHU&feature=related%0B%00

• Received his Ph.D in clinical psychology from UCLA
(specializing in work with schools and families)
• Developed methods for helping children with severe emotional disorders while working for the UCLA medical center.
• While working at UCLA medical center, he began new research in both regular and special classroom management.
• He also worked for the University of Rochester where he continued to develop the non-aggressive management procedures that were to become Positive Classroom Discipline and Positive Classroom instruction.
• Recent work : Tools for Teaching

• Reaction to a problem
• Collection of remedies for many problems (Bag of Tricks)
• Techniques are simple and can be used quickly and easily

• Students must first enjoy learning, which can be achieved through effective classroom management
• Depending on how a classroom is run by a teacher, education will improve
• PACT (Preferred Activity Time): Students let you teach and in return they get free time to play board games, do art, or read book (Win/Win situation)

• Differential Reinforcement: Strengthen the behavior you want while systematically wreaking the competing behaviors that you do not want
• A discipline program must not only eliminate the undesirable behavior but it should also build on positive behavior
• Each level of discipline must have both reward and penalty components and sticking to them is a virtual
• Classroom setup very important

• Limit-setting: punishment and reward should be balanced
Relationship with student should be positive
• Incentive systems: Reinforce and stick to what the rules and consequences are. Almost like a written contract between teacher and student.
• Backup systems: They break the pattern of differential reinforcement. The smaller the backup responses, the more likely it is that differential reinforcement will take place.(Jones)

• Say, See, Do: provide enough help to students
• Use effective body language
• Incentive systems ( same for everyone)
• Identify reinforcement
• Use appropriate intervention
• Know behavioral management fundamentals
• Students must learn to work independetly (avoid helpless hand raising)

• Fooling around in class
• Approximately 95% of all student misbehavior consist of: talking to neighbors
• being out of one’s seat
• Goofing off
• Daydreaming
• Making noise
• Lack of teamwork
• Disrespect
• Too many office referrals
• Constant help seekers
• Lack of focus

• Less time spend on discipline
• Will keep students actively alert and involved in the lesson
• Good seating arrangements will lead to successful teaching and learning
• More time spend teaching and helping students
• Increases sense of control
• Reduces stress
• Fewer parent conferences (bad ones)

• “The Goal of discipline is for students to assume responsibility for their actions. All aspects of learning are improved when students do so” (Jones)
• Assestment: Discuss scenario with group and come up with a solution using Jones’s key points on classroom management to handle the problem.