FREDERIC JONES

1
FREDERIC JONES

• Jody Bee
• Erin McAfee
• Julia Brown
• Michelle Boothe

EDUC 503 CLASSROOM MANAGEMENT DR. GORROW SPRING
2004
2
Why Is Jones A Guru??

• Jones studies hundreds of elementary school
  teachers and their methods of classroom
  management.
• He wanted to know what worked and what failed
  with classroom management.
• He was looking for teachers who prevented
  behavior, not corrected it.
• He found lots of what not to do and enough good
  advice to become a guru!

3
What Is The Problem??

• He found most teachers he observed lost about 50
  instructional time
• They werent sure how to be successful managers.
• Things went fairly well during the lesson until
  it was time for students to work independently.
• Teachers spent their time showing their
  frustration and loss of control.
• They didnt prevent the problems,but reacted
  badly to them.

4
What Worked??

• Successful teachers used
• Effective Body Language
• Interactive Teaching
• Say, See, Do Teaching
• Incentive Systems
• Effective classroom set-up
• PAT (Preferred Activity Time)
• Providing Efficient Help to Students

5
What Does All of This Look Like in My Class?

• An efficiently arranged classroom
• Nonverbal communication
• Strong body language
• Student misbehavior is prevented, not corrected,
  throughout the day.
• Students work hard and behave during seat work
  with say, see, do teaching.
• Incentive programs are enticing and available to
  everyone.
• Students assume responsibility for their own
  actions.

6
Sounds Great but HOW??
Lets Explore!
7
Classroom Structure

• The best way to manage behavior problems is
  prevent them from happening
• ROOM ARRANGEMENT
• Minimize physical distance between students and
  teacher
• Use movement and proximity
• Work the crowd
• Pause, look, touch, or slow turn
• Interior loop
• Generous walkways
• Accessible to all students

8
Teachers Desk
STUDENTS
x
9
STUDENTS
10
Classroom Structure

• CLASSROOM RULES
• General and specific
• General a few rules to define expectations
  posted always
• Specific procedures and routines that are taught
  and rehearsed posted when necessary
• A good classroom is where rules are acknowledged
  and respected and the teacher doesnt spend the
  day nagging

11
Classroom Structure

• Classroom chores offer a sense of buy-in for
  students and alleviates teachers jobs
• Opening routines allow teachers to begin class
  promptly and not waste instructional time on
  paperwork rather on bell work.
• Review ?s, warm-up problems, brain teasers,
  silent reading, journal writing.

12
Good Rules? You Choose?

• Ms. Browns Rules
• No Talking
• No Getting Out of Your Seat
• Raise Your Hand to Talk
• No Skipping Homework
• No Gum
• No Smart Mouth
• No Bullying
• No Running

• Ms. Smiths Rules
• Respect Yourself, Your School and Your Classmates
  
• Raise Your Hand to Share
• Listen Actively
• Speak Respectfully

13
Body Language

• Effective teachers use body language
• Being calm strong and in control
• Eye contact can
• Physical proximity can prevent misbehavior. When
  students are off-task, simply standing next to
  them can direct them to work.
• Students read body language to determine whether
  teacher feels in charge, intimidated, tired,
  etc.
• Facial expressions communicate everything.

14
Body Language What Doesnt Work?
Pouting or giving the offender too much
attention, which is usually what he/she wants.
Stopping class and losing valuable instructional
time
Grabbing a student
Losing control of yourself and your students
Looking or sounding frazzled or beaten
yelling
15
Body Language What Does Work?
Walk to and touch a desk where the problem is
starting
Stop teaching and sternly, yet quietly, stare at
the problem
Stand near the problem and use eye contact
Stay calm, and do not let that person stop
theentire class or lose instructional time.
16
Say, See, Do Teaching What Not To Do

• Many teachers lecture, lecture, lecture and
  provide little independent practice
• Students sit passively for too long.
• The urge to do something builds up.
• Teacher doesnt work the crowd but rather
  lectures from the front of the room.

Blah, blah, blah, blah, blah Now, your turn.
17
Say, See, Do Teaching The Right Way

• Put students to work from the beginning
• Present information quickly then have students do
  something with it
• Teacher Says, Students See then Do
• Reduces students fooling around because they are
  constantly doing.
• Teacher input student output teacher input
  student output

18
What Are Incentive Systems?

• Incentive systems are used by teachers who teach
  and reward well.
• Reward good behavior with incentives available
  and enticing to all students.
• Use the bonus plan
• Students rack up time that can later be used for
  a fun activity or educational game.

19
How to Implement Incentive Systems

• Incentives are a reward to a desired behavior -
  to motivate students
• Reward given after the desired behavior
• Grandmas Rule youll get your dessert after you
  eat all your dinner.Reward could be a learning
  game, enrichment activity, reading, or
  art/craft.

20
What Do Incentive Systems Do?

• Encourage students to stay on task to earn PAT
  (Preferred Activity Time).
• Help everyone take responsibility for their
  behavior.
• Provides activities that students really like as
  incentives rather than using threats to encourage
  good behavior.
• Allows PAT to be developed over time and used at
  end of day, end of week, etc. to reward desired
  behavior

21
PAT Preferred Activity Time

• Allow for any activity that can serve as an
  incentive.
• An activity students enjoy and earn by showing
  responsibility
• Time left over/being prepared/accumulate time for
  future or use at end of day
• Use activities with educational value

22
Group Concern

• Make sure every student has a stake in earning
  the incentive for the entire class!
• What about the single student who ruins PAT for
  the entire class?
• Peer pressure v. misbehavior
• Class is likely to discourage misbehavior
• Teacher works withindividual acting out

23
Implementing Incentive Systems

• Establish explain the system
• Allow class to vote on approved activities
• Keep track of bonus time earned
• Be prepared to do low-preference activities for
  time students lost from PAT

24
Omission Training

• PAT earned by entire class.
• For individuals who misbehave, earn PAT by
  omitting an undesirable behavior
• When student gets on task, he will earn time
  for himself and PAT for the class

25
Efficient Help to Individuals

• What is helpless handraising?
• Students raise hand for help even when they
  dont need it!
• Problems of seatwork
• Insufficient time for teacher to answer all ?s
• Wasted student time
• High potential for misbehavior
• High need for teacher help

26
What Do I Do???

• Organize classroom so students are w/in easy
  reach
• Use graphic reminders, models, charts and
  instructions
• Reduce to minimum time used for giving individual
  help

27
What Else?

• Find something the student did correctly and
  PRAISE
• Prompt the student to follow instructions posted
• Leave
• Be positive, brief and be gone

28
How Do I Do This in My Class?

• Classroom structure
• Limit setting
• Say, see, do teaching
• Incentives
• Backup systems
• Plan all in advance and implement simultaneously

29
Case 1 KRISTINA

• Kristina is docile. She socializes very little
  and never disrupts. However, she doesnt do any
  work. She rarely completes an assignment. She
  puts forth very little effort.

30
Case 2 SARA

• Sara cannot stop talking. She is pleasant and
  participates. She does most of her work. But she
  cannot stop talking to classmates.

31
Case 3 JOSHUA

• Joshua clowns around and intimidates his
  classmates. He is larger and louder and always
  wants to be the center of attention. He talks
  back to the teacher, makes noises andsarcastic
  comments.

32
Case 4 TOM

• Tom is hostile and defiant. He is always in a bad
  mood. He bumps into classmates and tells them to,
  shut up. He curses at the teacher and yells at
  everyone.