Transcript Fred Jones

•Misbehavior in most classrooms consists mainly of
student passivity, general aimlessness, and massive
time wasting
•These problems are best resolved by teaching in
ways that keep students attentive and responsibly
involved in the classroom
•Students talking, goofing off, daydreaming, moving about
the room
•Jones found that one or more of those four behaviors were
present during about 95 percent of the classroom
disruptions that hindered teaching and learning
•Teachers lose around 50 percent of classroom time dealing
with these behaviors
•Jones believed the best way to reduce this was to clearly
communicate class requirements to students and follow
through with class rules
•Jones found that students in typical classes were
passive rather than active
•Their passivity was brought on in large measure by
the teaching methods being used in most classes,
which did not require students to participate actively
or show accountability in the early phases of lessons
•Once lesson transitioned to independent student seat
work, waving hands would into the air because
students didn’t know what to do
•Teachers would then begin chasing from student to
student, repeating the same information they tried
hard to provide earlier in lesson
•Another key of wasting time was that students either had
scant knowledge of the procedures they needed to follow
or chose not to follow them
•The lack of knowledge or disregard of it, resulted in
apathy and inaction
•He states that the standards in any classroom are defined
by whatever the students can get away with
•If teachers do not take the time to teach expectations and
procedures carefully, they will invariably get whatever the
students feel like giving them
•Jones concluded that teaching and enforcing classroom
procedures is one of the most important, yet most
neglected, areas of classroom management
•He says that all highly touted efforts to improve
education don’t mean a thing until they are translated into
workable practices in the classroom
•He suggests that his approach be conceptualized and
initiated as a five-tiered system
•To help teachers make maximum use of time available for
instruction, Jones recommends establishing a classroom
structure that gives close attention to rules, routines, and
responsibility training
•He includes incentives to help with responsibility training,
which teaches the class to save time rather than waste it
•He stresses that the best way to manage behavior problems
is to prevent their occurrence, and that the best preventive
strategy involves attention to room arrangement, class rules,
classroom chores, and routines for beginning the class
•Setting limits clarifies that the line that separates acceptable
behavior from unacceptable behavior
•Jones urges that teachers use the first class session to discuss
the class rules that set limits on behavior and allow teaching
and learning to occur as intended
•Explain how you will show your approval and appreciation
when students follow rules properly, along with what you will
do when students misbehave
•Demonstrate body language, such as eye contact, stares, or
physical proximity
•He says teachers are most effective in setting limits when they
use their bodies correctly but say nothing and take no other
action
•Jones’s teaching approach where the teacher says, the
students see, and the students do
•Says that too many teachers spend the majority of time
presenting information which makes the students get
disengaged from the lesson
•Effective teachers put students to work from the beginning,
they present information and then quickly have students do
something with it
•He implemented (VIPs) visual instructional plans
•They are graphic or picture prompts that students use as
guides for completing processes or activities
•VIPs are displayed in the room, and students are taught to
consult them for guidance instead of raising their hands and
waiting for the teacher
•Jones features incentives prominently as a means of
motivating students and teaching them to be responsible
•He found that some of the most effective teachers use
incentives systematically, while less-effective teachers use
them improperly or not at all
•Incentives help conserve time which is returned to the
students in the form of preferred activity time
•Jones saw that independent seat work was susceptible to four
problems: wasted time, insufficient time for teachers to answer
all requests for help, high potential for misbehavior,
perpetuation of student dependency on the teacher
•Jones’s solution was to first organize the classroom seating so
that all students can be reached quickly
•Teachers should also use visual instructional plans or graphic
reminders displayed in the room that provide clear examples
and step-by-step instruction
•Lastly he says to minimize the time used for giving help to
students
•Learn to give individual help in 20 seconds or less, a tactic that
eliminates student dependence on your presence and enables
you to provide help as needed to all students quickly