Fredric Jones

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Fredric Jones

• Positive Classroom Discipline

By Mike Pursley, Melissa Miller, Megan
Middleton, Megan Garrison, Katie Linley
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Lets Warm up!
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Today we will

• Gain an understanding of effective room
  arrangement.
• Learn the three zones of proximity and effective
  body language.
• Find out how to give efficient help to individual
  students.
• Learn about incentives.
• Learn about see, say, do, teaching.

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Skill Cluster 1
Setting the Stage
Effective room arrangement
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Classroom Structure to Discourage Misbehavior

• Spend time in the beginning on teaching rules and
  procedures. (We are going to keep doing it until
  we get it right.)
• Have an assignment prepared when students come in
  to the classroom in the morning.
• Never do anything for students that they can do
  themselves.

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Room Arrangement

• Working the crowd- proximity and mobility
• Have walkways to make it easier to move around
  the classroom.
• Do not spend time explainingbe as brief as
  possible!

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Arranging the Furniture

• Teachers desk should be away from high traffic
  areas (Lose 8ft of proximity with every student
  if it is in the traditional spot in front of the
  room).
• When arranging the students desks be sure to
  create walkways to be able to work the crowd
  easier.

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Zones of ProximityRed Light! Green Light!

• Work the crowd or the crowd will work you.
• Three zones Red, yellow and green.
• Red- nearest to you student knows to stop and do
  his/her work.
• Yellow- caution zone when you are facing the
  student yet not near him/her.
• Green- Go time! Farthest from the student and
  your back is turned. This is when they are not
  paying any attention to his/her work and goofing
  off.

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Skill Cluster 2
Effective Use of Body Language

• Proper Breathing
• Eye Contact
• Physical Proximity
• Body Posture
• Facial Expressions

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Skill Cluster 3Using Say, See, Do Teaching

• The ineffective teacher
• teacher input, input, input, input, input
• student output
• contributes to misbehavior
• cognitive overload, students are disengaged from
  the lesson

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See, Say, Do Continued...

• The effective teacher
• teacher input-- student output- teacher input--
  student output- teacher input-- student output
• put students to work from the beginning
• students are kept busy while teacher moves around
  the room and interacts with students doing work

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Skill Cluster 4INCENTIVES

• Definition something outside of the individual
  that prompts the individual to act.
• This is something that is promised as a
  consequence for desired behavior but is
  understood to occur or be provided later.

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There are 3 different types of management styles

• 1. Some teach well and reward well.
• 2. Some nag, threaten and punish.
• 3. Some lower their standards and accept whatever
  they can get from students.

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Characteristics of Effective Incentives

• 1. Grandmas Rule
  
• You have to finish your dinner before you
  can have your dessert.
• Finish your work before you get a reward.
• 2.Student Responsibility Incentives help
  students take responsibility for their actions.

• 3. Genuine Incentives Do your work now to get
  your preferred activity later.
• (use preferred activities- ie. Movie, learning
  games, art projects. Etc.)
• 4. Preferred Activity Time (PAT) This is the
  time students are rewarded for finishing their
  work. (It must be an activity that students want
  and that the teacher can live with)

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• 7.Ease of Implementation
• (must be easy to implement)
• A. Establish and explain the system.
• B. Allow class to vote from time to time on the
  approved activities.
• C. Keep track of bonus time students have earned.
• D. Be prepared when necessary o conduct the class
  in low-preference activities for amount of time
  lost from PAT.

• 5. Educational Value The reward should have some
  value to it. (students love playing games and
  they can be educational)
• 6.Group Concern Motivates all students to keep
  on task. You can keep track of amount of time the
  class has earned.

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• The 3 levels are
• 1.Small- low key, pull aside to talk to student.
• 2.Medium- loss of privilege, staying after,
  parent conf.
• 3.Large- Involves another professional
  (principal) Results in office visit, suspension,
  or special class/school.

• 8. Omission Training
• This is a plan that allows a student to earn PAT
  for entire class by omitting a certain
  misbehavior.
• 9. Backup Systems
• This is a hierarchical arrangement of sanctions
  to put a stop to unacceptable behavior. (3
  levels)

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Providing Efficient Help to Individual Students
Skill Cluster 5

• Many teachers spend too much time explaining the
  lesson again to students during seatwork.
• Most teachers spend four minutes per individual
  student question.
• Students may become helpless handraisers.

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Giving Efficient Help During Seatwork

• Organize the classroom so that students can be
  reached quickly.
• Post graphic reminders for students to consult
  before asking for help.
• Keep the time used for giving students individual
  help to a minimum.

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Be positive, be brief, and be gone.

• Give a complement to the student for something
  well done.
• Give straightforward directions to get the
  student going.
• Leave quickly.

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Lets talk about it

• Case Study One The Canters
• Case Study Two The Gordons
• Case Study Three The Glassers

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Case Study 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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Case Study 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
looses his temper. What suggestions would Jones
give Mr. Gonzales for dealing with Sara?
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Case Study 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 put0downs 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 Joness suggestions
that would help Miss Pearl with Joshua?
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Bibliography

• Brad, Echo, Danielle, Greg (2003, November).
  Power Point of Fredric Jones Positive Classroom
  Discipline. 37 slides University Webpage
  online, Available http//share1.esd105.wednet.e
  du/hausskeg/1
• Catey, Anne. (2003, November) Limit Setting. (21
  paragraphs University of Illinois (online).
  Available http//students.ed.UIUC.edu/catey/limit
  s.html
• Charles,C.M.(2002). Fredric Jones's Positive
  Classroom Discipline. In    Building Classroom
  discipline (7th ed. pp.51-66) Boston, Mass Allyn
  and Bacon.
• Dunne, Diane Weaver (2003, November). Tips from
  Fred Jones's Tools for Teaching. 5 paragraphs
  Education World online. Available
  http//www.educationworld.com/a_curr/TM/WS_jones_p
  review.shtml
• Unknown Author (2003, November) Lesson 4 - Jones'
  Approach 5 paragraphs College of Education
  online Available http//students.ed.uiuc.edu/la
  ngellr/lesson4.htm
• Unknown Author (2003, November) Tools for
  teaching the fundamental skills for classroom
  management. homepage Official Fredric Jones
  Website (online) Available http//www.fredjones.c
  om/