Jones's Positive Classroom Discipline provides effective tactics for preventing misbehavior and supporting proper behavior. Contrary to many others interested in classroom discipline theories, who believe in the role of verbal communication, Jones was the first one to emphasize the role of nonverbal communication by using body language such as facial expressions, gestures, eye contact, and physical proximity to prevent and correct students' misbehaviors. Jones's central focus is in helping students support their own self-control so that they behave properly and maintain a positive attitude. To reach that goal, Jones emphasizes good classroom management, teaching in a way that does not give students the opportunity to goof off or

slack off, but instead will keep them on task. He believes that keeping students interacting with each other is the best way to keep them on task. His graphical approach to teaching: teacher input, student output, teacher input, student output, etc. which he calls "Say, See, and Do Teaching". It is very effective in keeping the students from fooling around because they are kept busy while the teacher circulates and interacts with them while at work. The reason for this instructional approach is to avoid what he calls built in factors for student's misbehaviors: when teachers spend major portions of their class periods presenting information to students while the students remain relatively passive, the large amount of input will produce cognitive overload in the students,

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Approximate Word count = 524
Approximate Pages = 2 (250 words per page double spaced)