Fred Jones’s Classroom Management Theory

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

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 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)

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)

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.