Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Fred Jones Classroom Management theory

No description
by

cindy astor

on 11 June 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Fred Jones Classroom Management theory

Dr. Jones received his Ph.D. in clinical psychology from UCLA specializing in work with schools and families. Jones developed methods of helping children with severe emotional disorders.


Fred Jones
Positive Classroom Management model
Positive Classroom
Management Model
Is based on eliminating wasted class time while teaching student responsibility, independence and cooperation. It combines discipline, instruction and classroom behavior.
By Cinthia Scavone
Fred Jones Model
Dr. Jones believe that the key to positive discipline classroom management is Prevention.


Discipline
" is not punishment- is teaching students how to behave appropriately in different situations." Dr. Fred Jones

References

Fred Jones.com
http://www.fredjones.com/howto/p1-Induction-Steps.html
The rationale behind Fred Jones' classroom management model is based upon creating a
positive classroom
environment that is conducive for all student learning. Jones states that "the best way to manage behavior problems is to prevent their occurrence"

Key points
Teachers are to support students so they gain self-control, which leads to good behavior, positive attitudes and enjoyable learning experiences in the classroom. Jones states, "The best way to manage behavior problems is to prevent their occurrence".
Jones created a program that is based on five clusters of teacher skills.
Skill Cluster 1: Classroom Structure to Discourage Misbehavior
Room Arrangement - Teachers must minimize the physical distance between themselves and their students. Jones believes that teachers should be constantly moving among their students. He suggests creating an "interior loop" so teachers can move easily among the classroom.
Opening Routines - Teachers must open each class with bell work that does not require active instruction from the teacher. Jones suggests that students should start working the moment they enter the classroom.
Others include: Classroom Chores and Classroom Rules

Positive Classroom Management Model
Skill Cluster 2: Limit-Setting through Body Language:
Jones says that teachers must discipline through the use of body language rather than with words, which use up teaching time.
Jones also stresses the importance of a teacher's body language as a factor in determining students’ good behavior in class. It is important for teachers to remain calm and use body language to set limits.
One method is:
Physical Proximity - By moving closer to a misbehaving student, teachers can stop the misbehavior, avoid verbal confrontation and can continue with instruction.
Others include:
Proper breathing
Eye contact
Body carriage

“The ultimate goal of limit setting is to prompt students to get back to work.” Jones
Skill Cluster 3: Using Say, See, Do Teaching: "Say, See, Do
Teaching is another essential tool for teachers. It structures the lesson into a series of "Say, See, Do Cycles" which cause students to continually learn by doing.

Say, See, Do Teaching - During a lesson, teachers must tell students what to do, show them what to do, and then have them do it before having time to forget it. Throughout the lesson, this process is repeated as teachers provide information to the students in
short intervals.

The process looks like: teacher input -> student output -> teacher input -> student output -> teacher input -> student output
Positive instructional support
Students are motivated to complete work when teachers are able to move quickly from pupil to pupil and provide efficiently [Visual Instruction Plans (VIPs)].
Positive Classroom Management Model
Skill Cluster 4: Responsibility Training through Incentive Systems

Group rewards or incentives are structured to help build student cooperation and also help to motivate responsibility, good behavior and productive work.

Preferred Activity Time (PAT) - Students can earn PAT for positive behavior or lose it for negative behavior. Teachers use PAT as time for learning games and enrichment activities.








Backup Systems - Jones suggests having a backup system set up as a last option for misbehaving students.

Skill Cluster 5: Providing Efficient Help to Individual
Students such as efficient help through:
◦Reducing to a minimum time used with each student individually: Jones states, "Be positive, be brief and be gone."
Be Positive- Skim over students work, looking for things the student has done correctly. Mention, positively, something the student has done correctly.
Be Brief- Prompt the student by directing them to the VIP chart, or by giving them a direct task.
Be Gone- Walk away promptly.

Optimize student independence by:
Room organization
Visual Instructions
Minimize the amount of help given to individual students

Positive Classroom Management Model
Conclusion
Jones Positive Discipline Model promotes improving teacher effectiveness to prevent misbehavior in the classroom. The model emphasizes student motivation and positive incentives
Full transcript