1. Fred Jones’s Classroom Management Theory

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

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.