| 
  • If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!

View
 

Fred Jones - Positive Classroom Discipline Model

Page history last edited by Abby Larson 12 years, 10 months ago

Fred Jones

Positive Classroom Management

 

 

 

Rationale/Philosophy:

The rationale behind Fred Jones's classroom management model is based upon creating a positive classroom environment that is conducive for all student learning. Jones states that "the best way to manage behavior problems is to prevent their occurrence"

 

 

How it works in the classroom:

 

Jones created a program which is based on five clusters of teacher skills that keep students productively at work, thus preventing misbehavior or allowing teachers to deal with it efficiently. The five skill clusters have to do with: classroom structure to discourage misbehavior, limit-setting through body language, using say, see, do teaching, responsibility training through incentive systems, providing efficient help to individual students.

 

  • Skill Cluster 1: Classroom Structure to Discourage Misbehavior: Jones believes a teacher should make a classroom structure that works to preventing behavior problems through
    • Room Arrangement - jklfdjadjl
    • Opening Routines - kljkdjfdsklj
    • Others ideas include:
      • Classroom Chores
      • Classroom Rules

 

  • Skill Cluster 2: Limit-Setting through Body Language: use physical mannerisms in setting and enforcing behavior limit
    • Physical Proximity - Presence--Use nonverbal body language to stop kids' misbehavior rather than addressing issues in ways that use up your teaching time. Eye contact, signals and gestures, physical proximity, facial expressions, and posture can stop misbehavior and avoid verbal confrontation.
    • Other ideas:
      • Proper breathing
      • Eye contact
      • Body carriage 

 

  • Skill Cluster 3: Using Say, See, Do Teaching:
    • Say, See, Do Teaching
      • Teacher input -> student output -> teacher input -> student output ->Teacher input -> student output
         
  • Skill Cluster 4: Responsibility Training through Incentive Systems: It is important for teachers to incorporate effective incentives into the classrooms.
    • Preferred Activity Time (PAT)
    • Backup Systems
    • Other ideas:
      • Grandma's Rule,
      • Student Responsibility
      • Genuine Incentives
      • Group Concern
      • Ease of Implementation
      • Omission Training 

 

  • Skill Cluster 5: Providing Efficient Help to Individual Students such as efficient help through:
    • Reducing to a minimum time used with each student individually: Jones states, "Be positive, be brief and be gone."
    • Other ideas include:
      • Classroom seating
      • Graphic reminders

 

 

(2) How is misbehavior handled?

 

(3) What is the role of teacher in the program?

  • Emphasize persistent classroom organization and management
  • Make the most of effective body language
  • Use incentives that motivate desired behavior

 

http://www.childrensministry.com/articles/model-behavior?p=2

 

 

How to introduce the program?

 


• 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--it's natural human behavior. It's how you respond to their pushing that'll 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.

 

References

 

 

 

What are the "rules" or routines set up?

 

How is misbehavior handled?

 

What is the role of teacher in the program?

 

What steps and/or materials does a teacher need to set up the program?

 

 

http://www.childrensministry.com/articles/model-behavior?p=2

 

 

what would be some examples you could do for opening routines in your classroom?   

 

How to introduce the program?

 


• 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--it's natural human behavior. It's how you respond to their pushing that'll 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.

 

 

 

 

(3) What is the role of teacher in the program?

  • Emphasize persistent classroom organization and management
  • Make the most of effective body language
  • Use incentives that motivate desired behavior

References

 

Comments (0)

You don't have permission to comment on this page.