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Fred Jones Positive Classroom Discipline

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Heidi Flanders

on 29 April 2013

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Transcript of Fred Jones Positive Classroom Discipline

Positive Classroom Discipline Fred Jones Presented by:
Heidi Flanders "For teaching to be enjoyable, you must be able to simply relax and teach. Classroom management must be built from the ground up so that most problems do not occur."
-Dr. Fred Jones Background: Specializing in work with schools and families.
Developed methods of helping children with severe emotional disorders.
Studied "natural" teachers Philosophy 2 types of teachers:
The "natural"
The one that learns along the way
Positive, student-centered discipline
Research shows that behavior is related to engagement
Emphasizes "helping students support their own self-control"
Teacher model behavior towards students
Main ideas and suggestions:
Classroom structure
Effective body language
Say, See, Do Teaching
Responsibility Training Through Incentive Systems
Providing Efficient Help to Individual Students Management model is based upon creating a positive classroom environment that is conducive for all students learning. "The best way to manage behavior problems is to prevent their occurance." Skill Cluster #1
Classroom Structure Mobility To disrupt disruptions Interior Loop Desks and tables are arranged with two wide aisle from front to back allowing the teacher to have easy access to all of the students Examples of Interior Loop Classroom Rules General Rules
Specific Rules Classroom Chores EX: Attendance monitor
Paper administrator Skill Cluster #2
Limit Setting through Body Language Teachers are most effective in setting limits using their body language, while saying nothing and taking no other action. A discipline plan that uses only words will eventually turn into ineffective nagging:
Proper breathing
Eye contact
Body carriage Facial Expressions "Meaning business" Proximity Control Use your physical presence to maintain control students in the red zone cool it students cool it as long as you are facing in their direction if you're preoccupied,
it's goof-off time Skill Cluster #3
Using 'Say, See, Do Teaching" Tell students what to do! Show students
what you mean. Have them do it
before they forget! Practice does not make perfect!
Only perfect practice makes perfect.
Understanding is a by-product of experience. If the teacher does:
Input, input, input, input, input
and the student give:
output
It may lead to misbehavior in the classroom:
1. Cognitive overload
2. Student's sitting passively for too long
3. Teacher doesn't "work the crowd"
Instead it should be:
teacher input-student output-teacher input-student output etc. Teachers will present information for a specific amount of time then the students will have to act on it.
EX: 1st grader-5 to 10 minute gap series of picture prompts that represent the process of the activity of thinking and guide the students through the process. VIPs
Visual Instruction Prompts Skill Cluster #4
Responsibility Training through Incentive Systems 3 Management Styles of Teachers
1. Teaching well and rewarding well
2. Nagging, threatening, and punishing
3. Accepting what they can get by lowering their standards PAT
Preferred Activity Time Earned "Free Time" for on-task behavior
Still education time just in form of games:
-Quiz style review games
-Charades on subject matter Skill Cluster #5
Providing Efficient Help to Individual Students "Helpless Handraisers" Problems:
Insufficient time for teachers to answer all request for help
Wasted student time
High potential for misbehavior
Perpetuation of student dependency
Solutions
Organize seating so students are within easy reach of teacher
Post clear instruction and examples Calm=Strength
Upset= Weakness Works Cited
Dr. Fred Jones. (2013). Retrieved from: www.fredjones.com
KidVisionAZ. (2009) Creating effective lessons the easy way with Fred Jones. Retrieved from:
Full transcript