Presentation on theme: "Establish Class Discipline by"— Presentation transcript:
1Establish Class Discipline by How doesFred JonesEstablish Class Discipline byKeeping StudentsResponsibly Involved?Fred Jones
2What areas contribute to misbehaviors? Massive Time WastingStudent PassivityStudent AimlessnessHelpless Hand raisingIneffective Teacher Nagging
3Massive Time Wasting Talking Goofing Off Day dreaming What is it?TalkingGoofing OffDay dreamingMoving about the room
4Massive Time Wasting Did you know? One or more of the four disruptions mentioned were present about 95% of the time during any classroom disruptionIn a well-managed classroom one of the mentioned disruptions occurred about every two minutesIn an unruly class the disruptions averaged about 2 ½ per minuteWith dealing with disruptions 50% of teaching time was lostAn average class took 5-7 minutes after the bell rang to get goingTransitions between activities took 5 minutesExpert time wasters take every advantage possible
5Massive Time Wasting Suggested Solutions Clearly communicating class requirements to studentsFollowing through with class rulesEstablishing and practicing routinesIncreasing student motivation to engage in activitiesUsing effective ways of providing help to students who need itResponsibility Training
6Responsibility Training Responsibility training is a program that teaches time management to students by giving them time to earn or loseJones believes that we need to give students time in order for them to learn how to manage it just like we give children allowance and chore money so they can learn money managementJones suggests providing students incentives to hustle rather than dawdle in the classroomJones believes that students will create their own PAT without the educational value (such as dawdling to talk to friends and avoid work) if not provided with incentive to hustle
7This is accomplished by allowing students to earn time for Preferred Activity Time (PAT) PAT includes educational activities a teacher creates for students the students to earn time to participate inThe power of Responsibility Training does not come from the thrill value of the PAT. It comes from the empowerment of the group over its own destiny. Jones PAT in PerspectiveThe teacher is not rewarding or punishing student behavior as much as they are simply keeping an accurate record of the students’ decisions. Jones PAT in Perspective
8A Classroom ExampleImagine a fifth grade teacher who values art as part of the curriculum and would do art projects whether she knew anything about incentives or not. The teacher, however, is wise to incentives and knows how to get two for the price of one. She might start the day with the following announcement: "Students, I would like to direct your attention to the project table over by the window. As you can see, I have laid out art supplies for our preferred activity at the end of the day. As usual, I have set aside twenty minutes for Preferred Activity Time (PAT). "Of course, once you get started on an art project, you always love to have more time. And this time, you can! All the time we save during the day by hustling will be added to PAT. We could have forty minutes for art if we really get things done."By giving a initial gift of PAT time, the students do not only have PAT time to earn, but also PAT time to protect.It also allows for the process to be “rigged” in order for students to always get some PAT.
9How do I gain the Time? The Transition Hustle! Choose a routine Estimate how much time it would take to complete if all the students were hustlingRound this amount up to the nearest minute and double itThis create your goal time for PAT earning
10Keeping Tracka T chart is put on the board with 2 columns labeled time gained and time lost- an initial gift of PAT is given so that if the students are over their target time, they still get some PAT- Jones states that students are rarely over their time especially after the first weeks
11Protecting PAT -the whole class must comply before you give bonus PAT - when a student or student does not comply, Jones suggests a fail-safe mechanism- He calls this “Cut Them Out of the Herd” and suggests after 3 times, the student no longer is part of the PAT system and gives the class back their points--the student then becomes solely responsible to the teacher- the class is told of the process
12Omission Training-the student who is cut from the program can regain a part by omission Training--the student earns points for himself and the class for eliminating problem behavior in a set amount of time-Jones claims this is a win-win for chronic behavior as both the teacher and student become encouragers and all benefit from the reduction in misbehavior
13Examples of PAT Pictionary (all grades) Duck, Duck, Spell (K-3) Alphabet Search (Grades 2-12)To aid the students in recalling information given over a long period of time.Chalkboard Relays (Grades 4-12)Fast recall and categorizing in the subject areaSenior Years?PAT can be banked for a projects-creating a puppet play for elementary school- Building race car track for physics Or a traditional last 10 minute review could become a game (Jeopardy) PAT can also be added time to already motivating activities such as art projects, math games, and centre time
14Student Passivity & Helpless Hand raising Did you know?Brought on in large measure by teaching methodMeaning students in the early phases of the lessons were not required to participate actively or show accountabilityteacher input – input – input – input – input – input – input – student outputStudents merely sit and listen as teachers explain and demonstrateKnown as “Bop ‘til you drop”
15Student Passivity & Helpless Hand raising Suggested SolutionsJones’ Say, See, Do Teaching ApproachPresent info and quickly have students do something with it!!!teacher input – student output – teacher input – student output – teacher input – student outputWant this to be more effective?
16Student Passivity & Helpless Hand raising Suggested SolutionsAugment with Visual Instructional Plans (VIPS)One step at a timeA picture for every stepMinimum reliance on words
18Student Aimlessness Defined by what students can get away with Did you know?Defined by what students can get away withIf teachers do not take the time to teach expectations and classroom procedures carefully and they fail to follow through – teacher will consistently get whatever the students feel like giving them
19Student Aimlessness Teaching and enforcing classroom procedure Suggested SolutionsTeaching and enforcing classroom procedureIncentivesPreferred Activity Time (PAT)
20Preferred Activity Time (PAT) What is it? How does it work?Do’s/BenefitsFreedom to choose a variety of approved activitiesClassmates motivate each other to stay on task in order to earn time for PATClass rewarded and punished together regardless of whom misbehavesActivities are of educational valueStudents complete all their work before taking part in PATHelps students learn to take responsibility for their decisions and actions
21Preferred Activity Time (PAT) What is it? How does it work?Don‘tNever left to do just anythingDo not proceed without guidance“Student’s won’t work for long to earn free time but they will work hard to gain time for an activity they enjoy!”(Jones, pg 129)
22Ineffective Teacher Nagging Did you know?Teachers spend a great deal nagging students“Stop talking, you should have started your work already.”Known as the nag-nag-nag syndrome
23Ineffective Teacher Nagging Suggested SolutionsShow that you mean business bySetting limits (acceptable and unacceptable behaviour)Convey messages through body languageProper breathingEye ContactPhysical ProximityBody CarriageFacial ExpressionsBackup systems
24Hierarchal Arrangement Backup SystemHierarchal ArrangementConvey privately or semi-privately to the studentDeliver publicly in the classroom(warnings, reprimands, loss of privilege & parent conferences)Require involvement of 2 professionals(office, in-out school suspension, placement in alternate class/school)
25Seat Work is susceptible to 4 problems ConclusionSeat Work is susceptible to 4 problemsWasted timeInsufficient time for teachers to answer all request for helpHigh potential for misbehaviourPerpetuation of student dependency on the teacher
26Teachers learn to provide help efficiently ConclusionTeachers learn to provide help efficientlyOrganize the classroom seating so that all students can be reached quicklyUse visual instructional plans (VIPS)Minimize the time used for giving help to students
27In SummaryTo Be Effective, Jones saysConceptualize and initiate his approach as a five tier systemClassroom StructureLimit SettingSay, See, Do TeachingIncentivesBackup-systemsPreserve and make wise use of instructional timeStructure your classroom and programUse body language and personal-relations skillsMake use of Say, See Do Teaching“Work the Crowd”Keep individual help to students to 20 seconds or lessUse class incentives to foster student involvement and increase responsibility
28Discussion How Fred Jones Establishes Class Discipline In the following scenarios:Identify the problem that promotes the undesired behaviourDescribe how Fred Jones would have the teacher deal with it
29Discussion How Fred Jones Establishes Class Discipline Mr. Smith tries to help all of his students during independent work time but finds himself unable to get around to all who have there hands raised
30Discussion How Fred Jones Establishes Class Discipline Mrs. Swan wears herself out every day dealing with class clowns who disrupt her lessons. The other students always laugh at the clowns’ antics.
31Discussion How Fred Jones Establishes Class Discipline Ms. Peters, who takes pride in her lectures, is becoming frustrated because students begin to gaze out the window and whisper before she has completed what she wants to tell them.
32Discussion Final Thought Do you feel that any of Jones’ strategies would be effective in establishing classroom discipline?Which strategy would be the most or least effective?Why or why not?
33Positivespinpoints some bad teaching habits and gives some accessible and reasonable solutionsVIPs can be a powerful teaching tool and helps to solve the common and frustrating problem of helpless hand raisingtime management is an important skillby using PAT daily, the end of the day ends positivelyuses an incentive system that incorporates educational activities
34Pitfalls Teaching Richly? It is important not to save all the preferred and rich learning activities for PAT becausegives the message that most learning is not fun and excitingthe activities become disconnected from other educational activities so that it is not seen as educational at alldecreases the quality of teaching
35Pitfalls The Whole Class System Jones’ method of whole class reward and penaltycreates an ultimatum—buy in or cause troublemakes students who won’t or can’t comply stand out to their peers as obstacles to a rewardJones’ solution to a student’s noncompliance is to “Cut Them Out Of The Herd” Jones (2006) and have the student involved in omission trainingthis leads to further exclusion
36Jones believes “the strength of this approach is that engenders peer pressure against misbehaviour.” Charles C. M. (2010)peer pressure in itself is not a bad thing, but has some dangers when employed directly by a teacher in order to controlit is our job to discipline students, not other students
37Pitfallsany problems the approach has can be multiplied by the number of peersif the teacher models public shaming, students feel it is okayif the approach negatively effects a student’s relationship to the teacher, it will also translate to the peerscan lead unhealthy relationships between peersfrustrationbullyingthe “SHUT UP!” factor
38Pitfalls The Back-up System The Public Reprimand & Loss of Dignity Jones’ use of the public reprimand in the back up system is deeply problematic.It uses shaming as a form of punishment to deter the student when talking to them privately does not work.The use of it in a system that uses peer pressure to ensure student compliance adds to the problem.
39Always treat students with dignity Always treat students with dignity. In school, we must let students know that their dignity will always be maintained. There is no better way to damage a students’ dignity than to embarrass them in front of their friends, scold them in public, or have them fail in front of the class. Dignity is enhanced when students have opportunities to lead, make decisions, and give input. It becomes part of the school’s fabric when they are viewed as partners in creating and sustaining the school climate, rather than simply being recipients of adults efforts. Mendler, R.L. , Mendler A.N., & Curwin, B.D. (2008)
40A Teaching PhilosophyIn Kids are Worth It! (1994), Barbara Coloroso asks adults to declare that “I will not treat a child in a way I myself would not want to be treated”ScenarioYou have not handed in a required piece of work and the principal has already reminded you in the staff room one on one. She/he then decides to reprimand you in front of everyone at the staff meeting.Would I want this done to my ten year old self?”
41ResourcesCharles, C.M. (2011). Building Classroom Discipline (10th Ed.) “How Does Fred Jones Establish Class Discipline by Keeping Students Responsibility Involved? pp ” Boston, MA: PearsonColoroso, Barbara (1994) Kids are Worth It!: Giving Your Child the Gift of Inner Discipline. Toronto, ON: Somerville House Publishing.Creating Effective Lessons the Easy way with Fred Jones. YouTube Video.Retrieved from:Curwin, R.L., Mendler, A.N., & Mendler, B. D. (2008) Discipline with Dignity: New Challenges, New Solutions. (3rd Ed.) Alexandria, VA: ASCD.Jones, Fred (2003). Weaning the Helpless Handraiser, Part 1: Reinforcing Helplessness. Education World. Retrieved from:
42ResourcesJones, Fred. (2003). Weaning the Helpless Handraiser, Part 2: Teaching the Visual Modality. Education World. Retrieved from: Jones, Fred. (2003). Weaning the Helpless Handraiser, Part 3: Teaching the Physical Modality. Education World. Retrieved from: Jones, Fred (May 2006) Responsibility Training. Retrieved from: Jones, Fred (2010) Responsibility Training: PAT in Perspective. Retrieved from Perspective.html Jones, Fred (2010) PAT Bank. Retrieved from: