Fred Jones’s Classroom Management Theory

1. Fred Jones’s Classroom Management Theory By: Norma Orozco & Maria Tinoco

2. Classroom Discipline “There is no “best method” of dealing with discipline in the classroom; rather there are many different methods for different children in different circumstances” -Fred Jones

3. Share in your groups what you think Discipline is in a classroom ?http://www.youtube.com/watch?v=vgBjq1EsDHU&feature=related%0B%00

4. Biography • Received his Ph.D in clinical psychology from UCLA (specializing in work with schools and families) • Developed methods for helping children with severe emotional disorders while working for the UCLA medical center. • While working at UCLA medical center, he began new research in both regular and special classroom management. • He also worked for the University of Rochester where he continued to develop the non-aggressive management procedures that were to become Positive Classroom Discipline and Positive Classroom instruction. • Recent work : Tools for Teaching

5. Typical Discipline? • Reaction to a problem • Collection of remedies for many problems (Bag of Tricks) • Techniques are simple and can be used quickly and easily

6. Jones’s Philosophy on Discipline • Students must first enjoy learning, which can be achieved through effective classroom management • Depending on how a classroom is run by a teacher, education will improve • PACT (Preferred Activity Time): Students let you teach and in return they get free time to play board games, do art, or read book (Win/Win situation)

7. Levels of Discipline • Differential Reinforcement: Strengthen the behavior you want while systematically wreaking the competing behaviors that you do not want • A discipline program must not only eliminate the undesirable behavior but it should also build on positive behavior • Each level of discipline must have both reward and penalty components and sticking to them is a virtual • Classroom setup very important

8. Three-Tiered Management System • Limit-setting: punishment and reward should be balanced Relationship with student should be positive • Incentive systems: Reinforce and stick to what the rules and consequences are. Almost like a written contract between teacher and student. • Backup systems: They break the pattern of differential reinforcement. The smaller the back-up responses, the more likely it is that differential reinforcement will take place.(Jones)

9. Key Points • Say, See, Do: provide enough help to students • Use effective body language • Incentive systems ( same for everyone) • Identify reinforcement • Use appropriate intervention • Know behavioral management fundamentals • Students must learn to work independetly (avoid helpless hand raising)

10. Problems that will be solved • Fooling around in class • Approximately 95% of all student misbehavior consist of: talking to neighbors • being out of one’s seat • Goofing off • Daydreaming • Making noise • Lack of teamwork • Disrespect • Too many office referrals • Constant help seekers • Lack of focus

11. Benefits • Less time spend on discipline • Will keep students actively alert and involved in the lesson • Good seating arrangements will lead to successful teaching and learning • More time spend teaching and helping students • Increases sense of control • Reduces stress • Fewer parent conferences (bad ones)

12. Conclusion • “The Goal of discipline is for students to assume responsibility for their actions. All aspects of learning are improved when students do so” (Jones) • Assestment: Discuss scenario with group and come up with a solution using Jones’s key points on classroom management to handle the problem.