Classroom Management Harry Wong Fred Jones

Layer Cake Approach --Fred Jones There are four components to Jones’ classroom management: Classroom Structure Limit Setting Responsibility Training Backup Systems

Classroom Management – Harry Wong Teacher’s Role Instructional Strategies Discipline Procedures & Routines

Both quote Julia Thompson on the Ideal Teacher: Enjoys students. Uses different teaching techniques. Has a great sense of humor. Acts like an adult and not a child (or high school student). Keeps promises. Is organized. Knows the subject matter. Admits when he or she is wrong. Uses a pleasant voice. Is enthusiastic about the subject. Is willing to listen to both sides of an issue. Has a reputation for giving challenging work. Isn’t a pushover. Keeps misbehaving students in line. Keeps everyone busy. Does not have favorites. Is polite to everyone all of the time. Is friendly and fair. According to Julia G. Thompson, author of Discipline Survival Kit for the Secondary Teacher

Wong on Effective Instruction A structured and instructionally sound classroom will eliminate a majority of misbehaviors. Two important key factors are: Room arrangement Time management

Wong - Movement is the key Be able to have quick access to any student at any time. Be comfortable moving around your room during instructional periods. Being in close proximity to a student is an effective deterrent.

Jones - Working the Crowd Natural teachers spend less time in front of the class teaching and more time circulating the room while students are working. Physical proximity of the teacher is a powerful factor that lessens the chances of students misbehaving.

Both agree that “Room Arrangement” helps discipline Broad walkways- make it easier for a teacher to get from one student to another. Remove furniture barriers between teacher and students. Students desks are near the board for easy conversation b/w teacher and students. Assigned seating. Loop-type set up so the teacher can around tosee everyone’s work.

Jones argues that our biggest problem right now is probably Helpless Hand Raisers Some students look for your attention as the class begins independent work. Working with that child can take up to 4 minutes, meanwhile the rest of the class is getting off task. Using guided practice and praise, prompt, and leave will help those students become more independent workers.

How do you fix it? Praise, Prompt, and Leave Jones’ suggests, “be clear, be brief, be gone,” when addressing the questions of the “helpless hand raiser.” Use visual instructional plans- describing the specific steps to solving the problem with a picture for every step and a minimum reliance on words. VIPs are a string of visual prompts a student can access at will- making them less dependent on you and making you more available to work the crowd.

Little sips are healthier than big gulps He argues that the most effective change we can make is: See, Say, Do Teaching In a lesson, you tell and show students what to do next, then have them practice it before they forget. Students learn by doing and the teacher continually monitors their performance. Structured practice includes repetitions of a newly learned skill within a controlled environment by the teacher. This practice builds confidence in the learner, leading to less helpless hand raising. Little sips are healthier than big gulps

Wong argues that Effective Time Management best Curbs Discipline Problems The more engaged a student is the better he behaves. Students tend to be more distracted during these 3 phases of instruction: The beginning of class Transitions The end of class

Harry Wong writes in The First Days of School, “The number one problem in the classroom is not discipline; it is the lack of procedures and routines.” Wong also states, “A procedure is simply a method or process for how things are to be done in a classroom.” Procedures answer the question, “What do I do when…?”

You Must Teach Procedures! EXPLAIN REHEARSE REINFORCE

Motivation Motivation is managed through the use of incentives. Incentives answer the question, "Why should I?" By managing incentives, we can increase the motivation of students to work hard while working conscientiously. -Fred Jones’ article Positive Discipline: Part 3 No Joy, No Work, 1/ 2006; posted on www.Educationworld.com

Positive Consequences: Negative Consequences: Both Agree that Class Rules Abide by the Rule Positive Consequences: REWARDS Break the Rule Negative Consequences: PENALTIES NEED

Fred Jones calls it Meaning Business Meaning Business means: Efficiently dealing with the daily misbehaviors of students Working smart, not working hard Self-preservation Remaining calm for effective classroom management