Positive Discipline
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Descriptions, definitions, synonyms, organizer terms, types of
According to Charles Wolfgang (2001), Positive Discipline uses the methods of Fredric Jones that feature the four legs to Jones' "chair of discipline and management". These four legs are needed to make the Positive Discipline model successful, limit setting, responsibility training, omission training, and backup system. Although classroom structure does not appear as one of these four legs, Jones also places emphasis on this element of success.
Application in classrooms and similar settings
LIMIT SETTING
The ultimate goal of limit setting is to prompt students to get back to work. The actions taken by the teacher to control the student's natural reflexes and prompt students back to work should not cut into instructional time. Wolfgang (2001) illustrates the following steps of limit setting as defined by Jones in the Positive Discipline Model.
Steps in Limit Setting
1. Eyes in the Back of Your Head
-Effective teachers are visually and mentally aware of all that is occuring in their classroom. The teacher must position herself in a way that she can see and hear all that is occuring at all times. Classroom arrangement is essential in that classroom furniture should be arranged appropriately.
2. Terminate Instruction
-Wolfgang (2001) notes that according to Jones, "discipline comes before instruction" (58). This teaches students that they may not get away with inappropritate behavior even during instruction.
3. Turn, Look, and Say Student's Name
-This is key when addressing student behavior. The teacher must turn completely and face the student squarely. Next the teacher should make unwavering eye contact along with the appropriate facial expression to tell the student that he/she means business. Finally, the teacher should acknowledge the student by saying his or her first name in a non hostile tone. It is critical that the teacher remembers to take relaxing breaths to remain calm and take action slowly to communicate power. At this time the teacher will need to determine if step four is necesary. If the student does not comply, then further intervention is needed.
4. Walk to the Edge of the Student's Desk
-At this point the teacher must ulilize the power of spatial proximity. The teacher should walk slowly to the student's desk maintaining eye contact. Upon arrival the teacher should remain calm by taking relaxing breaths, stand erect, and remain expressionless. It is important to remember not to respond verbally even when back talk or verbal aggression takes place.
5. Prompt
-The teacher should now signal the student using a prompt. For instance, the teacher could turn the student's text book to the appropriate page. If this is successful, the teacher can move on to step nine, otherwise continue intervention.
6. Palms
-It is now necessary for the teacher to break further into the student's comfort bubble by placing her palms down on the student's desk for optimum proximity control.
7. Camping Out in Front
-In this step, the teacher remains palms down on the student's desk waiting for compliance. At this point, the teacher must maintain relaxed breathing and eye contact.
8. Camping Out from Behind
-In this step the teacher can maintain proximity control from behind the student when necessary. This can also be utilized to maintain compliance.
9. Moving Out
-Once the student is back on task, the teacher can move out in a controlled process. It is essential to move out in a controlled way as not to lose all that was just established. The teacher should move out slowly with correct posture while engaging in eye contact at particular proximity points.
RESPONSIBILITY TRAINING
While Positive Discipline gives emphasis to limit setting to stop inappropriate behavior and to keep students on task, Wolfgang (2001) explains that Jones uses responsibility training as a system for instilling positive cooperation in the classroom. According to Jones, every classroom needs an incentive system to teach cooperation (73).
Preferred Activity Time (PAT)
This incentive plan is described by Wolfgang (2001) as a way to teach responsibility and cooperation. Students become responsible for earning their time and responsible for deciding how it is spent. They are also responsible for dealing with the consequences of running out of their time. Jones believes that this time should not just be free time, but a fun, high interest, learning activity (76).
OMISSION TRAINING
Omission training (OT) deals with those students who have chronic behavior problems and do not "buy in" to PAT. In such situations, Jones suggests that the teacher continue to use limit setting for minor situations, but takes the student out of the PAT system to develop an alternative ommission training system for the individual student. Wolfgang (2001) describes omission training as an "individualized incentive program that encourages defiant students through the ommission of unwanted behavior" (77).
The Central Concept of Omission Training
1. Remove the student from responsibility training so the misbehavior does not continue to hurt peers.
2. Permit the student to earn bonus points for the class.
3. Challenge the class to help with the success of this difficult student.
4. Gradually phase out the ommission training process.
BACKUP SYSTEM
The Backup System also deals with the chronically problem student. Jones suggests that the teacher either use omission training or backup system. Wolfgang (2001) mentions that most schools have a sequential punitive backup system in place. Generally these are "neither systematic not well thought out" and apply traditional punishments in a increasingly severe pattern (66). Jones simplifies and organizes the procedures into three levels of response.
Level 1: Small Backup Responses
-quiet and private confrontation
-ear warning
-private meeting
-quiet time
Level 2: Medium Backup Responses
-time out
-public warning and threats
-being sent to the hall
-detention after school
-loss of privelege
-parent conference
-lowering student's grade/assigning extra work
Level 3: Large Backup Responses
-sending student to the office
-office referral system
-corporal punishment See Corporal Punishment
CLASSROOM STRUCTURE
Wolfgang (2001) notes that Jones emphasises the importance of appropriate classroom structure. Structure includes class routines, furniture organization, and rules. It is important that the teacher not only develop this structure, but also teach it to students (78-79).
Evidence of effectiveness
Wolfgang (2001 p. 80-81) suggests the effectiveness of Positive Discipline in a number of ways. First, the text states that Positive Discipline parallels many parts of the teacher behavior continuum such as modeling, directive statements, commands and reinforcement. Second, Positive Discipline has the teacher ready and using the discipline system on the first day of school. Wolfgang also states, "By far the greatest stength of the Jones model is that all of its component parts combine to form a holistic view of how to achieve good classroom discipline and management." Instead of just focusing on limit setting and confronting when working with misbehavior, this model includes much more. Jones' second book, Positive Classroom Instruction, even deals with classroom instruction.
Critics and their rationale
Teacher Behavior Continuum
Wolfgang, Bennett and Irvin (1999) describe limit setting behavior across a continuum from Minimum to Maximum power. Along that path from minimum to maximum, teachers move through three phases, the Relationship-Listening Face, the Confronting-Contracting Face and the Rules and Consequences Face. The Faces incorporate Looking, Naming, Questioning, Commanding and Acting behaviors, again moving from positions of minimum to maximum power.
Looking includes squaring off, relaxing breaths and close space. Naming includes Limit Setting including I-messages, door openers, active listening and acknowledgments. Questioning includes Limit Setting with stop statements and how/what questions and the use of Back up Systems including contracting, time out and notifying parents. Commanding includes more assertive behavior (using name, gesture, touch, and eye contact) with being a broken record and stating consequences. Acting involves Physical Intervention including restraining or transporting (31-121).
Wolfgang (2001) further articulates the continuum in his text, Solving Discipline and Classroom Management Problems. He changes terminology indicating that the "Faces" are now "Philosophies." The Relationship/Listening Philosophy includes Theraputic Processes. Models such as T.E.T (Teacher Effectiveness Training), Conscious Discipline, Peer Mediation, Inner Discipline and Beyond Discipline are included in the Relationship/Listening Philosophy.
The Confronting/Contracting Philosophy includes Educational and Counseling Processes. Models such as Discipline without Tears, Cooperative Discipline, Positive Discipline in the Classroom, Reality Theory/Control Theory & Quality Schools, Judicious Discipline and Discipline with Dignity are included here.
The Rules/Consequences Philosophy incorporates Controlling, Rewards and Punishment Processes. Models within the Rules/Consequences Philosophy include Behavioral Analysis, Skillstreaming, Assertive Discipline, Leadership/Punishment and Crisis Prevention. Jones' Postive Discipline as addressed in this paper is included as a Rules/Consequences Model.
ALfie Kohn's main criticism of Positive Discipline is that it only attempts to create compliance - it does not teach students to be ethical people. The root of behavioral problems, Kohn would argue, is that students have undeveloped moral reasoning. Positive discipline does not address the root issue. (Wolfgang 2001)
Alternative explanations due to Diversity considerations
Signed "life experiences", testimonies and stories
Testamonies I have found that walking up to the disruptive students desk is one of the best ways to stop negative behavior. You usually do not even have to say anything to the student. It immediately allows them to realize you know what is going on and will not put up with it. It works much better most times then having to call the student out. I sometimes also lean over and say something or maybe open the book up to the proper page we are on. It also wastes almost no time. Craig Johnson
I have used some, although not all, of the steps delineated in Limit Setting. In my band rehearsal room, if a student is not paying attention it is immediately obvious because of the lack of sound coming from that student! I try to stay aware of everything that is happening in the room. When a student is not playing, I will often stop the band's playing, look at the student, and if needed say the student's name. Due to the setup of the band, it is difficult to walk to the edge of the student's desk or "camp out". I give the student a cue by letting them know that they missed an entrance. Once the student is ready to be back on task, I indicate to the band to begin playing again (moving out). Elizabeth Giger
I use many of the strategies defined in the Positive Discipline Model, and the one I find most effective is "spatial proximity." Becoming a "space invader" – invading a student’s personal space, is highly effective in managing behavior. All those points mentioned above are important in the use of spatial proximity: The teacher must maintain student eye contact while approaching the student, remain calm and expressionless, and not respond if the student becomes aggressive. Generally, I find that the student becomes fidgety, nervous and quiet, and I can continue teaching. It also seems to quiet the entire class when they see this happening to a particular student. Very effective, and no time wasted. Pat Reed
Students seem to respond well to "spatial proximity," but I have found that students often feel embarrassed or singled out when their name is called out in front of other students. These students tend to not respond to other redirection as well. I believe that proximity and quietly redirecting the student are the best approaches when dealing with negative behavior. -E. Kilroy
I use to be a big Jones follower. I read the book and thought that Jones had the best ideas around for behavior management. However, as a traveling teacher of a 30 minute Spanish class I found that Positive Discipline just doesn't seem to fit for me. I can't choose the orientation of student desks, and in a 30 minute class, I don't have enough time to teach and reteach classroom procedures and expectations. I wonder how spatial proximity works on students of various races. I've used spacial proximity with Caucasian students and have found it to work. However, I think some of my African-American students would feel intimidated by that proximity and would likely comment it. I still use PAT, but it seems like my challenging classes can't seem to earn time (or keep from losing time), and the "good" class never gets my recognition for being on-task to earn extra time. Really, I don't think each class needs the PAT. I have started learning about Love and Logic, which allows students to receive "natural" consequences for their behavior. Now I find myself questioning all discipline plans...how does a certain behavior (say talking) lead to a detention after school? I think a logical consequence would be to be sent out in the hall so as not to affect other students' learning. The consequence then is his or her own loss of learning. -J. Adams
References and other links of interest
References
Wolfgang, C. (2001). Solving Discipline and Classroom Management Problems. John Wiley & Sons: New York.
Wolfgang, C., Bennett, B., & Irvin J. (1999). Strategies for Teaching Self-Discipline in the Middle Grades. Boston: Allyn and Bacon.
Nelson, J., Lott, L. and Glenn, H. (2000). "Positive Discipline in the Classroom". New York: Three Rivers Press.
Other Links of Interest
www.fredjones.comTeaching tools and classroom management techniques from Dr. Fred Jones.
www.positivediscipline.com The official site of Dr. Jane Nelsen's Positive Discipline for raising self reliant children.
www.positivediscipline.com/teachers Information specifically for teachers at Dr. Jane Nelsen's site, Positive Discipline.
www.kidsource.com Information on Positive Discipline for KidSource.
Parents and Classroom Discipline
Rules for Classroom Discipline
