Fredric Jones assessed the classroom environment of those he considered as natural teachers. On the basis of his research and observation, Jones created the Positive Discipline Model for the management and success of the classroom. The purpose of this paper is to consider Jones’ Positive Discipline Model, discussing its inherent features and applicability. Jones’ model concludes that discipline must always take precedence over instruction. Consequently, Jones suggests that teachers should take time to explain, re-teach and reexamine procedures inherent in the classroom throughout the academic year. According to Jones, a classroom routine is a critical teacher’s labor-saving device. Notably, it is not sufficient to merely define discipline standards required for the classroom, but rather take the time to teach these standards and procedures as though they are part of other lessons taught in the classroom. According to Tauber (2007), all discipline-based procedures must be taught the same as other lessons within the curriculum, complete with stage setting, molding, clarification, and application until students get these procedures right. Therefore, when discipline is required, instruction should be terminated in order to provide an opportunity for the engraining of discipline in the students’ classroom mannerisms. For Jones, the maxim of prevention is better than cure holds true. At the heart of his model is the need to establish proactive and deterrent discipline measures in all teachers’ strategies such as motivation, discipline and instruction. Therefore,
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Fredric Jones' Positive Discipline Model Name: Institution: Fredric Jones' Positive Discipline Model For a vast majority of teachers, the management of classroom events comes rather naturally. Without difficulty, these teachers typically lead effective classrooms, in which students’ behaviors are manageable, students go along with the wishes of their teachers and sustain the achievement of academic success…
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