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Fredric H. Jones

Faculty:

Rochester School of Medicine and Dentistry

UCLA Medical Center

Tools for Teaching (2007)

Eye Contact

Positive Classroom Discipline (1987)

Positive Classroom Instruction (1987)

The Video Toolbox (2007,video)

Articles in "Education World"

Fredric H. Jones

Psychologist

Fred Jones' Approach to Discipline

Jones' Overarching Strategy:

Keep students actively and purposefully involved in lessons and enable them to follow directions on their own.

  • Conducted large-scale studies of outstanding teachers

  • The teachers studied were identified as "naturals" and Jones hoped to discover what they did to make teaching and discipline seem effortless

  • He observed that those teachers kept students fully engaged in learning while teaching them to be self-disciplined

  • He lumped the positive techniques he observed into a coachable "skills package" which he then taught to a set of struggling teachers (at the same school)

  • Disruptions decreased by 87%

Five Problems that Jones Brought to Light:

Jones' Principal Tactics

  • Use Say, See, Do Teaching
  • Work the Crowd
  • Use Body Language Effectively
  • Provide Help Efficiently
  • Use Visual Instructional Plans
  • Use Preferred Activity Time to Motivate

Jones and his associates spent thousands of hours observing and recording in hundreds of classrooms (elementary and secondary)

  • Their analysis pinpointed the misbehavior that most often occurred in classrooms

  • They located the points in lessons where misbehavior appeared

  • Their information revealed many tactics that highly effective teachers use to prevent and deal with misbehavior

(1) Conserve Time and Don't Allow Student to Waste it

  • Make maximum use of time available for instruction

  • Do this by: establishing a classroom structure of rules, routines and responsibility training that uses time efficiently

  • Put students on task when the bell rings

  • allow only 30-second transitions between activities

  • These two tactics alone can save 10 minutes of learning time

Massive Time Wasting

Suggestions for promoting: Active Involvement

Purposeful Behavior Responsibility

(1) Conserve Time and Don't Allow Student to Waste it

Student Passivity

(2) Arrange Class Seating to Facilitate Active Teaching and Close Proximity to Students

(2) Arrange Class Seating to Facilitate Active Teaching and Close Proximity to Students

(3) Teach Your Students the Meaning and Purpose of Discipline

(4) Assign Your Students Specific Responsibilities in Caring for the Classroom

  • Main problem in less productive classes
  • 95% of disruptions include:
  • talking
  • goofing off
  • daydreaming
  • moving about
  • Jones determined:
  • disruptions per minute (2.5),
  • average time typical class took to get down to business was 5-7minutes
  • transitions took about 5minutes
  • 50% of class is loss to Massive Time Wasting
  • Jones suggested:

(1) Follow through with class rules and clearly communicate class requirements

(2) Establishing and practicing class routines

(3) Increasing student's initial inclination to participate

(4) Using tactics and activities that Keep students actively involved in lessons

(5) Efficiently providing help to students who need it

  • Students in typical classes are passive most of the time
  • Passivity reduces attention by:

  • students disengage from lesson
  • Daydreaming
  • Looking out window
  • Talking with others

(5) Begin Every class with Bell Work

(6) Keep Your Students Actively Engaged in Learning

  • Jones would like you to maintain close proximity and eye contact with students as you move among them

  • Allow for generous walkways

  • Arrange desks to have an Interior Loop arrangement

  • Helpful for when you "work the crowd"

  • Allows you to bring body language more effectively into play

(7) Use Visual Instructional Plans

(8) Use Body Language to Communicate Pleasantly and Clearly That You Mean Business

(9) Increase Motivation and Responsibility Through Wise use of Incentives

(10) Provide Help Efficiently During Independent Work

(11) Have Stronger Backup Systems Ready for Use if and When Needed

Aimlessness

(3) Teach Your Students the Meaning and

Purpose of Discipline

  • In classes with unproductive students, students:

  • have little knowledge of the procedures they were to follow

  • simply chose not to follow them

  • Jones believes that students inherently know what is expected of them but simply disregard the expectations

  • It is observable that students behave differently in different classes

  • Jones says that standards are defined by whatever students can get away with

Ineffective Nagging

If teachers do not teach expectation and procedures carefully and then fail to ensure compliance with those expectations, then students will give them what they feel like giving them, which usually is not much

Jones' views towards procedures correspond with that of Harry and Rosemary Wong who believe enforcing classroom procedures is one of the most neglected aspects of classroom management

  • Teachers spend a great deal of time nagging students

  • Telling them over and over what they ought to be doing

  • Many teachers have the nag-nag-nag-syndrome even though their experience repeatedly shows them it doesn't work

  • Jones believes that teachers can resolve issues better with body language than though verbal language

Jones says make it plain to the students;

the purpose of discipline is to:

  • Help them learn
  • Be successful in school
  • Have an enjoyable time doing so

Think of Discipline as:

A means of helping students rather than clashing with them

Helpless Hand Raising

Three positive, unobtrusive tactics:

  • When teachers are working hard in the beginning of a lesson students are paying attention

  • When individual seat work begins, hands go up, talking begins, daydreaming and getting out of the seat

  • Teachers don't know what to do but nag and reteach the lesson to each hand raiser

(1) Prevent the Occurrence of the Misbehavior

If teachers do not teach expectation and procedures carefully and then fail to ensure compliance with those expectations, then students will give them what they feel like giving them, which usually is not much

Jones' views towards procedures correspond with that of Harry and Rosemary Wong who believe enforcing classroom procedures is one of the most neglected aspects of classroom management

The best way to manage behavior is by preventing their occurrence:

  • setting limits
  • specifying class rules
  • giving students class responsibilities
  • organizing an effective seating arrangement
  • establishing a routine for beginning the class

Three positive, unobtrusive tactics:

(3) Use Workable Class Rules

Two types of class rules:

General Rules:

(2) Set Limits on Behavior

  • Few in number
  • Define broad guidelines, standards and expectations

**General rules should be posted, referred to and reviewed

Jones Claims:

"Simply by using body language, you can increase achievement for the bottom half of your class by as much as 50% while elimination the majority of classroom disruptions - and you hardly have to open your mouth

Specific Rules:

Setting Limits: Clearly demarcate the boundaries that separate acceptable behavior from unacceptable behavior

  • verbalized as class rules
  • begin the process when you first meet your students
  • explain how the rules ensure behavior that allows everyone to learn and feel safe

Refer to procedures and routines

  • Detail exactly what students are to do

There will be many specific rules!

Jones insist to spend the first 2 weeks making sure students thoroughly understand them

Intervention produced a significant decrease in both "talking to neighbors" and "out of seat." "Talking to neighbors" was reduced by 52% during the first stopwatch condition (B), 61% during the stopclock condition (C), and 80% during the second stopwatch condition (B).

"Out of seat" was reduced by 72% during the first stopwatch condition (B), 85% during the stopclock condition (C), and 85% during the second stopwatch condition (B).

"Off task" behavior was reduced by 41% in the first stopwatch condition (B), 46% in the stopclock condition (C), and 60% in the second stopwatch condition (B).

(5) Begin Every class with Bell Work

(4) Assign Your Students Specific Responsibilities in Caring for the Classroom

C.M. Charles says that the beginning of class is fragmented due to announcements, attendance and tardies causing a loss of 5-8 minutes of learning.

Jones says to start every class with bell work:

  • engages students and focuses their attention
  • requires no active instruction

Examples:

  • answering review questions
  • doing warm-up problems
  • solving brain teasers
  • doing silent reading
  • writing in journals

Jones believes in assigning a classroom chore to every student

Examples of chores:

  • teacher assistants
  • classroom librarians
  • paper distributor
  • assignment collector
  • homework monitor
  • bulletin board designer
  • materials manager
  • room inspector

(7) Use Visual Instructional Plans

Visual Instructional Plans (VIPs):

Come into play during the second part of a lesson when students are doing work on their own

VIPs should be displayed in the room, and students are taught to use them for guidance instead of raising their hands and waiting on the teacher

(9) Increase Motivation and Responsibility Through Wise use of Incentives

Incentive: A proffered condition that prompts an individual to act

  • Some of the most effect teachers use incentives systematically, whereas less effective teachers use them improperly or not at all
  • Incentives should be provided in the form of "Preferred activity time (PAT)"
  • instructional activities students especially enjoy
  • Must have instructional value, Don't use any that are simply for play or filling in time

(8) Use Body Language to Communicate Pleasantly and Clearly That You Mean Business

Body Language

Say what you mean and use to reinforce your words

Body language works non-verbally through:

  • body carriage
  • calm and proper breathing
  • eye contact
  • physical proximity
  • facial expressions

(6) Keep Your Students Actively Engaged in Learning

Say, See, Do teaching:

  • The teacher says the task
  • The students see the teacher perform the task
  • The students do it

Teacher input, input, input, input -> Student output

Jones says that the traditional approach contains some built-in faults:

  • Cognitive overload: students want to disengage
  • Student sit passively for too long: The urge to do something builds up (talk to neighbor, get out seat)
  • The teacher doesn't get a chance to "Work the Crowd"

(interact with individuals, especially the back)

Teacher input -> Student output -> Teacher input -> e.t.c.

Jones explains that having students seeing smaller bits of information and then quickly doing something with it in short intervals is more engaging than traditional teaching

(10) Provide Help Efficiently During Independent Work

Independent seat work is especially susceptible to:

  • Wasted time
  • Insufficient time for teachers to answer all questions
  • High potential for misbehavior
  • Perpetuation of student dependency on the teacher

Suggestions:

  • Organize the classroom seating so that all students can be reached quickly
  • Use visual instructional plans
  • minimize the time used for giving help to students

How to reduce tutoring time during independent work:

  • Initial contact: Mention something positive about their work
  • Give a straightforward prompt that will get them going
  • Leave immediatly

(11) Have Stronger Backup Systems Ready for Use if and When Needed

Jones says that ordinarily teachers can limit misbehavior by using benign tactics such as proximity and eye contact but at times these tactics will come up short:

C.M. Charles gives this example:

"If you are not going to do your work, sit there quietly and don't bother others. I'll speak with you later."

More serious defiance or aggression:

  • Plan for stronger backup systems:
  • isolating the student
  • calling for help
  • Should have already been explained and demonstrated

**clear in advance with your administrator

Building Classroom Discipline: Eleventh Edition.

Charles, C. M. (2014).

Upper Saddle River, NJ: Pearson Education, Inc.

Grandma's Rule

"First eat your vegetables, and then you can have your desert."

Genuine Incentives:

  • Students are more motivated by specific outcomes they like than by vague outcomes that mean little to them
  • Student's wont work for long to earn free time, but they will work hard to gain time for an activity they enjoy
  • Tangible objects, awards, and certificates should not be used as incentives

VS.

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