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The effectiveness of Jones theories and techniques have been debated and questioned by many educational professionals. Although many teachers have found these techniques to be highly effective, some teachers find it is labor intensive on the teacher and they do not have the support outside the classroom in order to do so.
Teaching - Resist halting class for minor misbehavior. Use body language or call the child by name, but continue teaching.
Acknowledgment - Don't disregard misbehavior- address it immediately, but avoid creating a disruption.
Escalation - If a child continues to make poor behavior choices, respond by moving physically closer to the child with each escalation
Support - Positively interact with every child during class.
Consequences - Have in place a series of consequences for misbehavior, including a backup system outside your classroom (another adult, ministry leader, or parents).
Appropriateness - Use appropriate responses for misbehavior - don't overreact.
Understand that all kids push limits - its natural human behavior. It's how you respond to their pushing that will set the tone for your discipline approach.
Simplicity - Use few rules and make them very clear. Don't create a rule unless you'll enforce it every time it's broken.
Clarity - Teach rules as carefully as you teach a lesson.
Respect - Remember that children like to be part of a well-managed classroom. Take your role seriously to maintain a learning- friendly environment.
This system is also used to help deal with problem or difficult students. Jones suggests that the teacher either use this system OR the omission training system. The Back-up System is a three leveled system designed to meet "force with force", so that the worse the student's behavior is the worse the punishment will be.
Level 1:
Level 2:
Level 3:
Omission training deals with students who have behavior problems and do not participate in PAT. Jones suggests the teacher continue to use limit setting for minor situations, remove the student from PAT to develop an alternative omission training system for the individual student.
According to Jones Responsibility Training is a system for instilling positive cooperation in the classroom. Preferred Activity Time or PAT is the main incentive system Jones suggests to teach cooperation.
Preferred Activity Time is class time allotted for activities such as learning games and activities. These activities and games should be things the students enjoy and want to do. This is an incentive system that offers students what they want, and know they will get it only if they do their work and behave as they should.
The ultimate goal of limit setting is to use body language and rules to prompt students to get back to work and/or stay on task. The actions taken the teacher should not cut into instructional time and should prompt students back to work.
Dr. Fred Jones received his Ph.D in clinical psychology from UCLA, specializing in working with schools and families. While he was serving as the head of the Child Experimental Ward of the Neuropsychiatric Institute at the UCLA Medical Center, Jones developed methods of helping children with severe emotional disorders. At this time he also began research in classroom management for both regular special education classrooms. When Jones joined the faculty at the University of Rochester, he continued his research in schools and classrooms.
There are four main parts to Jones Positive Discipline and Management model.
These four parts are:
Based on Jim Harvey's speech structures