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Week Five - tutorial notes
Course: Promoting Positive Learning Environments (6732)
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University: University of Canberra
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Week Five: Positive Discipline
Positive Discipline model clearly finds a place in French and Raven’s social bases of
power framework under “coercive”, “reward”, and, most appropriately “legitimate.”
In Lewis’ Keeping it simple framework, positive discipline is equated with some
“control” and come “manage”
A clear jump from theory to practice
Probably more than many other classroom disciple models, Jones’ Positive
Discipline consists of very specific verbal and nonverbal responses to student
misbehaviour that are graduated in intensity.
Classroom Discipline (1987), where he addresses, in order, the teacher-
controllable skill areas of:
1. Classroom structure
2. Limit setting
3. Responsibility training
4. Backup systems
Major disruptions do occur on occasion, 80% of classroom management
problems are “talking-to-neighbours” disruptions and 15% are “out-of-seat”
disruptions, according to Jones
Classroom structure
The physical structure of the classroom influences classroom discipline.
Classrooms should be designed to maximise the teacher’s proximity to each student
Classroom structure can also contribute to, as well as hinder, teacher accessibility to
students.
While being creative with the student desk arrangement, be sure to keep the
custodian informed so that your newly created pattern does not overnight magically
return to neat, straight rows
It should come as no surprise that students more prone to causing trouble will
choose seats as far away from the teacher as possible
Limit Setting
Several guiding principles apply in establishing limits in the classroom, something
that Jones believes students also want. These principles include the following:
1. Calmness is strength
2. Discipline always comes before instruction
3. Limit-setting skills exist in a hierarchy
4. Move through the limit-setting skills hierarchy only as das as necessary
to get the job done.
A calm and businesslike approach to discipline problems always wins out in the end
Jones believes that discipline problems, even like ones, should not be ignored.
Teachers who ignore inappropriate behaviour, in the belief that to deal with it is to
reinforce it, overlook two facts
