Transcript Fred Jones`s Classroom Management Theory PWP

Fred Jones’s
Classroom
Management Theory
By: Norma Orozco & Maria Tinoco
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
Share in your groups what you
think Discipline is in a classroom ?
http://www.youtube.com/watch?v=vgBjq1EsDHU&feature=related%0B%00
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
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
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)
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
Three-Tiered Management System
• Limit-setting: punishment
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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 backup responses, the more likely it is that
differential reinforcement will take place.(Jones)
Key Points
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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)
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
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)
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.