1. Fred Jones Positive Classroom Discipline Presented by : Lee Melton

2. Background Clinical psychologist ◦ Ph.D. from UCLA ◦ While studying at UCLA discovered what ‘natural’ teachers did that made their classrooms more effective ◦ Began researching classroom management in the 1970s Independent consultant

3. Accomplishments Has written books on classroom management: Positive Classroom Discipline, Positive Classroom Instruction, Fred Jones’s Tools for Teaching Links ◦ www.fredjones.com www.fredjones.com ◦ www.linbarconsulting.com www.linbarconsulting.com

4. Overview Biggest problem in the classroom is wasting time ◦ “Massive Time Wasting” ◦ Small infractions account for up to 95% of all classroom disruptions ◦ May seem insignificant, but can drain teacher’s skill and energy Effective teachers use nonverbal cues to let students know they mean business ◦ Increase desired behaviors

5. Overview Say, See, Do teaching ◦ Keeps students engaged Working the crowd ◦ Teacher should be able to freely move through the room Using body language effectively ◦ Use eye contact and facial expressions to show you are serious

6. Overview Promoting responsibility with incentives ◦ Incentives must be attractive to all and attainable by all

7. Details Jones has determined that the vast majority of classroom disruptions are one of four behaviors: ◦ Talking ◦ Goofing off ◦ Daydreaming ◦ Moving around the room

8. Details These disruptions account for a 50% reduction in time available for teaching and learning. Most teachers do not know how to control these disruptions effectively

9. Details Discouraging Misbehavior ◦ Room Arrangement ◦ Classroom Rules ◦ Classroom Chores ◦ Opening Routines

10. Details Room Arrangement ◦ Minimize the distance between teacher and students. ◦ Allows teacher to work the crowd ◦ Teacher-student interaction

11. Interior Loop Seating

12. Seating Arrangement

13. Details Classroom Rules ◦ Specific Rules  Procedures and Routines  Need to be rehearsed ◦ General Rules  Broad guidelines  Standards  Work Expectations  Behavior Expectations

14. Details General Classroom Rules ◦ Limited to 5-8 rules ◦ Use positive language ◦ Simple and clear ◦ Posted in the room ◦ Quickly and consistently enforceable

15. Details Classroom Chores ◦ Helps students develop responsibility ◦ Gives a sense of ownership ◦ Allows teacher to move about the room

16. Details Opening Routines ◦ Help save time by having students ready for instruction ◦ Students know what is expected ◦ Start the day with bell work where students work on their own before instruction begins  Review questions  Warm up problems  Brain teasers  Reading  Journaling

17. Details Setting Limits ◦ Class Agreements ◦ Body Language ◦ Limit setting will be used less as students learn expected behaviors and routines

18. Details Class Agreements ◦ Allow class to discuss and agree on the rules of the classroom ◦ Describe what tools you will be using to encourage proper behavior (body language limit setting) ◦ Discuss backup systems that will be used when misbehavior occurs

19. Details Body Language ◦ Breathing to stay calm  Convey strength and stay in control  Breath slowly and deliberately before responding to student ◦ Maintaining eye contact  Shows commitment to discipline  Asserts control

20. Details ◦ Proximity to students  Can eliminate the need to say anything to student ◦ Carriage  Use posture to communicate authority  Confident carriage shows leadership ◦ Expressions  Facial expressions convey our attitudes which can positively or negatively affect student behavior

21. Details See, Say, Do Teaching ◦ Keeps students interested by keeping them actively involved in the lesson ◦ Use of Visual Instruction Plans (VIPs) reduces wasted time ◦ Input Output, Input Output, Input Output

22. Details Providing help to students ◦ Put a stop to ‘helpless hand raisers’ ◦ Use Visual Instruction to provide examples that students can follow ◦ Teachers spend up to 4 minutes assisting each student while others wait for help ◦ Keep student interactions as short as possible with a goal of 10-20 seconds ◦ Be positive, be brief, be gone

23. Details Incentive Systems/Responsibility Training ◦ Students learn responsibility by working either individually or as a group to earn a reward. The reward should be something the students will actually work to achieve and should not be “free time”. Jones suggests Preferred Activity Time (PAT). ◦ Incentives should be something all students can earn.

24. Details Preferred Activity Time ◦ Fun activities that involve elements of learning and are also interesting to students. ◦ Examples  Team competitions  Path games  Enrichment Activities  Fun and games

25. Details Omission Training is used for students who are aggressive or do not care about the incentive system. Used to remove unwanted behavior by rewarding the omission of the undesired behavior. Individualized Program Three steps: meet with student, meet with class, and implementation

26. Details Backup Systems ◦ Consequences of negative actions ◦ Three levels of response  Small  Private reprimand used to communicate to the student they are entering the backup system.  Medium  Public reprimand that can include time out or writing student’s name on the board.  Large  Public response that requires help from outside the classroom. Examples include going to the office and suspension.

27. Making it work Use the first two weeks of school to train students to follow instruction Use a seating arrangement that makes it easy to move through the classroom Make students responsible for their behavior

28. Making it work Stay calm Use the steps to effective limit setting listed in the handout Practice! Remember-used effectively this style of discipline will be self eliminating

29. Making it work Getting Started with Effective Limit Setting Eyes in the back of your head-know what is going on at all times. Terminate instruction-at the first sign of disturbance immediately stop teaching. Turn, look, and say student’s name-take a relaxing breath and maintain eye contact while getting the student’s attention.

30. Making it work Walk to the edge of the student’s desk-if step 3 fails, walk to the edge of the student’s desk until touching the desk. Maintain eye contact. Prompt-Maintain eye contact and lean over the desk with one hand on the desk. Palms-Place both hands palms down on the desk while maintaining eye contact. When the student gets back on task, thank them and move on.