Transcript Slide 1

Frederic H. Jones
Positive Classroom Discipline
(Charles, 2002)
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
• 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)
Students to work on their own
• Massive time wasting
– Hands raised
– Students talk inappropriately
– Goof off/daydream
– Move without permission/out of seats
5 Skill Clusters
• #1 Classroom Structure to Discourage
Misbehavior
– Room arrangement
– Classroom rules
– Classroom chores
– Opening routines
(p. 55)
• #2 Limit-Setting Through Body Language
– Proper breathing
– Eye contact
– Physical proximity
– Body carriage
– Facial expressions
(pp. 56-57)
• #3 using Say, See, Do Teaching
– Alternate teacher input and student output
• Teacher Says/Does
• Students See
• Students Do
(p. 57)
• #4 Responsibility Training Through Incentive
Systems (pp. 57-59)
– Incentive
– 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
• 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. 59-61)
• 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)
• Omission training
– 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)
• #5 Providing Efficient Help to Individual
Students
– Research shows ~4 minutes with each student
– Dependency syndrome
– Personal attention
– Independent seatwork
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•
•
Insufficient time
Wasted time
Misbehavior potential
Dependency perpetuation
(p. 62-63)
Efficient Help
• Organize room so teacher can easily reach
students
• Graphic organizers
• Typical example
• Efficient help—20 seconds/student
• Goal of 10 seconds
(p. 62-63)
Efficient Help
• Positive
– Mention any aspect completed correctly
• Minimize verbiage
– Suggest what to do next
• Leave immediately
“Be positive; be brief; be gone!”
(pp. 62-63)