Model Information

The Jones Model by Fredric H. Jones


Underlying Assumptions

  • Children need to be controlled to behave properly.
  • Teachers can achieve control through nonverbal cues and movements calculated to bring them closer and closer to students physically.
  • It is appropriate to pressure students to behave by reducing the time they are allowed to spend in preferred activities.
  • Reinforcing good behaviors will increase their frequency.
  • The involvement of parents and school administrators in classroom discipline helps the teacher gain control of students' behavior.
  • Stopping instructions to deal with discipline problems helps eliminate these problems.

Strengths
  • It specifies a set of steps to follow in dealing with discipline problems.
  • It tells exactly how far to go in applying discipline techniques.
  • It defines the role of the teacher as well as the role of administrators in discipline.

Weaknesses

  • It does not promote autonomy in students.
  • It is difficult for some teachers to apply the techniques as specified.
  • Some teachers are uncomfortable getting as physically close to students as the prodecures dictate. Close physical proximity may also produce violent reactions in students, causing some parents to intervene on behalf of their children.
  • PAT may be less educational than Jones supposes.
  • Jones's insistence that instructions should be stopped when discipline problems arise is contrary to what many educators would recommend. Many classroom disruptions are encouraged when teachers terminate instruction to focus on discipline problems.
  • Allowing the misbehavior of individual students to penalize the entire class may cause some students to be overly submissive and others to rebel.
  • Jones's approach, through some of its backup systems, promotes a "tattling" relationship between teachers and parents and can stimulate hostility between parents and teachers or the school.
  • It encourages teachers to be aggressive and controlling instead of helpful and supportive.

Corrective Discipline

Limit setting discipline techniques are used. Body language is key in this model. It is designed to convince students that their teachers are in control even when provoked. Limit setting entails this series of steps:
  • Having eyes in the back of your head
  • Stop teaching, deal with discipline
  • Turn directly toward the student, make eye contact, and say the student’s name
  • Move towards the student until your legs are touching the edge of the student’s desk
  • Don’t say anything, remain relaxed, remain in control
  • Stay until the student has returned to work, lean over and thank the student by name then return to your work 

If the student doesn't respond from the above actions,
  • Place palm flat on the student’s desk and use a verbal or nonverbal prompt to get the student back to work.
  • If that doesn’t work, place both palms on the student’s desk, lean in, maintain eye contact.
  • Do not say anything, wait, breath normally
  • Ignore anything that the student says during this time, wait for compliance
  • If it still doesn’t work, drop from your palms to your elbows. If someone else joins in, you might need to move to a location where you can be close to both students.

Preventative Discipline

Misbehaviour is prevented primarily through responsibility training. This involves the use of PAT which encourages students to focus on learning leaving less time to be disruptive. The promised reward of preferred activities provides an inducement for students to work productively. PAT is particularly powerful means of preventing misbehaviour because it capitalizes on peer pressure

Other Important Information

Limit setting involves the use of nonverbal language and movements that put the teacher's eyes increasingly closer to those of the misbehaving student. It is also necessary for students to help create the classroom rules at the beginning of the year.

Personal Reviews

Sarah:

I personally really like Jones’ Model. I like that the discipline is quick and doesn’t take up much time. I like the idea of the whole class trying to encourage each other so that they can have free time on Friday afternoon. I also agree with how he puts emphasis on the classroom set-up as important. It is a good classroom management strategy to be able to walk around the classroom and it is also a good safety issue, in my opinion. I really liked his praise-prompt-leave sequence. I think that a lot of time we, as teachers, can get caught at a student's desk trying to help them. This solves that problem, while at the same time making the student feel confident enough to complete their work on their own. I am not sure how Jones’ Model would work in an elementary classroom, but I definitely think it would be successful in a middle years setting. For my next placement I am placed in a Grade 7 classroom and I want to try some of Jones’ methods out.

Jordyn:

I am not a fan of this model. I do not like how Jones believes that children need to be controlled and pressured to behave. I would not feel comfortable carrying out many of these techniques. I also think that stopping instruction in the class to address bad behavior is unfair to the students are behaving. I think that a lot of parents would have a problem with this model, as would I if I had children and they had a teacher using the Jones Model.

Danielle:


I really like the foundation of this model. My only concern about it is the personal space and what age group it would be most appropriate for. I can’t see myself using this model on a regular basis. It would be a method I would try when other discipline measures simply didn’t work.

Brittany:

I really like this model! It is the main model my cooperating teachers used when I was student teaching. I found that it was very successful with the students. They responded well to the discipline and none of them were freaked out by the physical closeness. They knew that as soon as the teacher started getting closer to them, it was for a reason. I also like how he talks about the classroom set up. I agree with him about all the desks should be easily accessible so the teacher can walk around the room. I would use this model in my classroom again.

Darci:

I think this model is very powerful and effective. I believe that children need to be controlled to behave properly and rules need to be reviewed periodically throughout the school year. I agree with Jones when he states that discipline shouldn't take up too much time. The only negative thing I can see about this model is that it may be very intimidating depending on the student and the circumstance. This model would be great to use for early/middle years students. In class, we talked about students and treatment. Equity does not mean equal treatment. Different people have different needs for success. This model is great for individual treatment. It would be very effective in the classroom.