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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!.
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1. FREDERIC JONES Jody Bee
Erin McAfee
Julia Brown
Michelle Boothe
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??
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??
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
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 doesn’t 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. Brown’s 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. Smith’s 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 Doesn’t Work?
15. Body Language – What Does Work?
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 doesn’t work the crowd but rather lectures from the front of the room.
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
Grandma’s Rule: you’ll 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 don’t 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 doesn’t 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.