Welcome to Fred Joness

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Welcome to Fred Joness
Candy Factory!
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Fred Jones Concept Cases
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Case 1 Kristina Will Not Work!

• Kristina, a student in Mr. Jakes class, is quite
  docile. She socializes little with other students
  and never disrupts the class. However, Mr. Jake
  cannot get Kristina to do any work. She rarely
  completes an assignment. She is simply there,
  putting forth almost no effort at all. How would
  Jones deal with Kristina?

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WWJD What Would Jones Do?

• 1. Make frequent eye contact with her. Even when
  she looks down, Mr. Jake should make sure to look
  directly at her. She will be aware of it, and
  that may be enough to encourage her to being
  work.
• 2. Move close to Kristina. Stand beside her
  while presenting the lesson.
• 3. Give Kristina frequent help during seat work.
  Check on her progress several times during the
  lesson. Give specific suggestions and then
  quickly move on.
• 4. Increase the amount of Say, See, Do teaching
  with Kristina so she has less information to deal
  with and is called on to respond frequently.
• 5. Set up a personal incentive system with
  Kristina, such as doing a certain amount of work
  to earn an activity she especially enjoys.
• 6. Set up a system in which Kristina can earn
  rewards for the entire class. This brings her
  peer attention and support.  

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Case 2 Sara Cannot Stop Talking

• Sara is a pleasant girl who participates in class
  activities and does most, though not all, of her
  assigned work. She cannot seem to refrain from
  talking to classmates, however. Her teacher, Mr.
  Gonzales, has to speak to her repeatedly during
  lessons, to the point that he often becomes
  exasperated and loses his temper. What
  suggestions would Jones give Mr. Gonzales for
  dealing with Sara? 

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WWJD What Would Jones Do?

• Instead of repeatedly stopping the lesson to
  speak to Sara, Mr. Gonzales should make eye
  contact with Sara. Eye contact creates control
  which might encourage Sara to do her work.
• Stand close to Kristina. Close physical proximity
  may stop Sara from talking to her classmates and
  work.
• Increase the amount of Say, See, Do teaching. An
  increased amount of this approach would allow her
  to actively participate and work so she has less
  time to talk to her classmates.
• Set up a personal incentive system based around
  her getting all her work done and not talking
  excessively to her classmates. She might be more
  willing to do so if she can earn an activity she
  enjoys.
• Set up an incentive system in which Sara can earn
  PAT for her entire class. She will encourage peer
  support, so her classmates refrain from talking
  to her, as well.

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Case 3 Joshua Clowns and Intimidates
Joshua, larger and louder than his classmates,
always wants to be the center of attention,
which he accomplishes through a combination of
clowning and intimidation. He makes wise remarks,
talks back (smilingly) to the teacher, utters a
variety of sound-effect noises such as automobile
crashes and gunshots, and makes limitless
sarcastic comments and put-downs of his
classmates. Other students will not stand up to
him, apparently fearing his size and verbal
aggression. His teacher, Miss Pearl, has come to
her wits end. What specifically do you find in
Joness suggestions that would help Miss Pearl
with Joshua? 
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WWJD What Would Jones Do?

• Make frequent eye contact with Joshua, and use
  close physical proximity to remind him when he is
  misbehaving.
• Room arrangement minimize the physical distance
  between teacher and students seat.
• Assign Joshua a classroom chore. Since he likes
  the attention, this can help him develop a sense
  of responsibility along with it.
• Increase the amount of Say, See, Do teaching.
  Having him actively working and participating may
  help him focus on his work.
• Set up a personal incentive system. Allow him to
  earn PAT for himself and the entire class by
  ceasing to misbehave in a particular way.
• As a last resort a small backup response said
  privately to let him know you are serious, but
  protecting his dignity.

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Case 4 Tom is Hostile and Defiant

• Tom has appeared to be in his usual foul mood
  ever since arriving in class. On his way to
  sharpen his pencil, he bumps into frank, who
  complains. Tom tells him loudly to shut up. Miss
  Baines, the teacher, says, Tom go back to your
  seat. Tom wheels around, swears loudly, and says
  heatedly, Ill go when Im damned good and
  ready! How effective do you believe Joness
  suggestions would be in dealing with Tom?

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WWJD What Would Jones Do?

• Since this is intolerable behavior, Jones would
  suggest involving at least two professionals,
  usually the teacher and an administrator to deal
  with Tom. This can include trips to the office,
  in or out of school suspension, and a special
  class.
• The teacher should maintain good body carriage
  and remember proper breathing before talking to
  the student to convey authority.
• Use frequent eye contact and close physical
  proximity to remind Tom of the class rules he
  helped form in the beginning.