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THE JONES MODEL

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Haidar Afandi

on 30 September 2013

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Transcript of THE JONES MODEL

THE
JONES
MODEL

5 MAJOR CONDITIONS
TO INEFFECTIVE LEARNING

Massive Time Wasting
Student Passitivity
Aimlessness
Helpless Handraising
Ineffective Nagging

Time Wasting
Well-managed classrooms, one disruption occur every 2 minutes.
In
louder
and
more disruptive
classes, disruptions averaged at
2.5 minutes
.
Student Passitivity
Leads to
reduced attention
in class. Thus, students become disengaged and
subconsciously engages
themselves into activities such as:
Daydreaming
Looking out of the window
Talking to others
Aimlessness
Limited knowledge
in procedures --->
Lacks the motivation
to follow or
chooses not
to participate in procedures.
HOW CAN TEACHER'S BE MORE EFFECTIVE?
HOW CAN IT BE TACKLED?
Teacher to:
Clearly communicate class rules
Establish & practice routines
To increase students interest to participate in tasks and activities
Using tactics & activities that retains and engages involvement
Efficient help provided to needy students
HOW CAN IT BE TACKLED?
Teacher has to employ teaching methods that
positively engages
students through
infrequent questioning
of students to
ensure their participation
in class and to make them
show accountability
in their own learning.
HOW CAN IT BE TACKLED?
Teacher must
take time to teach
expectations and procedures carefully to
ensure compliance
for effective classroom management.
Helpless Handraising
Students
raising up their hands in question of their doubts
in the lesson to pursue the class activity, despite them showing their attentiveness in lessons.
INEFFECTIVE NAGGING
"NAG NAG SYNDROME" that is ineffective because it is
time consuming, disrupts meaningful learning
and students
would not comply but ignore
instead.
HOW CAN IT BE TACKLED?
Teachers employ:
Effective sitting arrangement
Start the class with Bell Work
'Say, See, Do Teaching'
Visual Instructional Plans (VIP)
Meaningful Incentive - PAT
HOW CAN IT BE TACKLED?
Teacher can handle the situation by
being calm
. Being calm is a strength which can be communicated through
body language.
JONES'S OVERARCHING STRATEGY
To keep students actively involved and purposefully engaged in lessons, which enables them to follow directions on their own. (Charles, p. 139)
1. Conserve Time
Set up classroom rules and routines
Train students to use time responsibly
PRINCIPAL TACTICS
Use 'Say', See & Do Teaching
Interact with the students
Use body language effectively
Provide help efficiently
Use Visual Instructional Plans (VIP) to facilitate learning
Use Preferred Activity Time (PAT) to motivate learning
4. Assigning Specific Responsibilities to Students
Help students develop a sense of
personal responsibility
and
ownership
in the class program.

Examples of jobs:
Teacher assistants
Paper distributors
Assignment collectors and others
3. Meaning & Purpose of Discipline
The
Purpose of Discipline
:
to help them learn
be successful in school
have an enjoyable time
Conserve time
Classroom Seating Arrangement
Meaning & Purpose of Discipline
Assigning Specific Responsibilities to Students
Begin class with Bell Work
Active Engagement in Learning
Use Visual Instructional Plans (VIP)
Use of Body Language to Communicate
Use of Incentives for Motivation & Responsibility
Provide Efficient Help for Independent Learning
Stronger Backup Systems for Emergency
2. Classroom Seating
Arrangement
Maintain close proximity and eye contact with students and move among them
Interior loop arrangement
Fred Jones's Interior Loop
Sitting Arrangement
5. Begin class with Bell Work
Teach students to sit down and begin doing bell work immediately upon entering the room
Engages students and focus their attention

Examples of Bell work:
Answering review question, doing warm-up problems, solving brain teasers, doing silent reading, and writing in journals.
6. Active Engagement
in Learning
Teaching approaches: Say, See, Do teaching
The teacher
says
the task, the students
see
the teacher perform the task, and then the students
do
it.

Teacher input – Student output – Teacher input –
Student output – Teacher input – Student output
7. Use Visual Instructional Plans (VIP)
Use of graphics or visual prompts that students use as guides in completing processes or activities.
8. Use of Body Language to Communicate
Posture and body carriage
Calm and proper breathing
Eye Contact
Physical Proximity
Facial Expressions
9. Use of Incentives for Motivation & Responsibility
Preferred Activity Time (PAT)
1. Grandma's rule
2. Student Responsibility
3. Genuine Incentives
4. Preferred Activities
5. Educational Value
6. Group Concern and Management
7. Omission training
8. Backup system
10. Provide Efficient Help for Independent Learning
1. Organize the classroom seating
2. Use Visual Instructional Plan (VIP)
3. Minimize the time used for giving help to students
11. Stronger Backup
Systems for Emergency
Organize backup systems for use when students refuse to comply with rules or directives.

Serious defiance or aggression, stronger plan needed:
isolating
the student or
call for help
if needed.
work a plan
with administrator

how to implement?
Make
wise use of instructional time
.
Present instructions that
maximises attention
,
active involvement
and engage in
student responsibility.
Effective seating arrangement - Jones's Interior Loop
Use Say, See, Do Teaching.
Actively
"work the crowd".
Use
Visual Instructional Plans
(VIP).
Assist students with
help in 20 seconds.
Class incentives -
PAT.
Use of
body language & interpersonal skills.
QED526
Session 6
Presentation
Cristy Therese Lin
Haidar Afandi
Koek Chwee Kim
Shahul Hameed
Three
Positive Unobtrusive Tactics
:
1. Prevent the occurrence of misbehaviour
2. Set limits on behaviour
3. Use two types of Class Rules: General and Specific

1. Prevent the occurrence of misbehaviour:

Preventive strategies such as setting limits, specifying class rules, giving students class responsibilities, organizing an effective seating arrangement, and establishing a routine for beginning the class

2. Set limits on behaviour:

Clearly set the boundaries that separate acceptable behaviour from unacceptable behaviour
Begin this process when you first meet your students

I. General Rules: define guidelines, standards, and expectations for work and behaviour
Examples:
Do quality work every time; don't settle for anything else
Treat every member of the class as you would like them to treat you

II. Specific Rules: refer to procedures and routines
Examples:
When you enter the room, sit down and begin bell work immediately.
When you wish to speak, raise your hand and wait to be called on.
Teachers to do when arriving besides the student:
1. Quickly find that the student has done correctly and mentioned it favorably.
2. Give a straightforward prompt that will get the student going.
3. Leave immediately.

3. Use Two types of
Class Rules:
Full transcript