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Fred Jones on Keeping Students Willingly Engaged in Learning

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1 Fred Jones on Keeping Students Willingly Engaged in Learning

2 Fred Jones Author of Tools for Teaching, Positive Classroom Discipline, Positive Classroom Instruction Taught at UCLA Medical Center and the University of Rochester School of Medicine and Dentistry

3 Five Problems Massive Time Wasting Student Passivity
Student Aimlessness Helpless Handraising Ineffective Nagging by Teachers

4 Massive Time Wasting Remedies
Clearly communicating class requirements to students and following through with class rules Establishing and practicing class routines Increasing students initial inclination to participate Using tactics and activities that keep students actively involved in lessons Efficiently providing help to students who need it

5 Students Passivity Passivity tends to reduce attention and students disengage from lessons and daydream Passivity is fostered by teaching methods being used, which only infrequently asked students to participate

6 Student Aimlessness The standards in a classroom are defined as whatever the students can get away with Teachers need to take the time to teach expectations and procedures carefully and if the students fail to ensure compliance with the expectations then the students will give them whatever the students feel like giving them.

7 Helpless Handraising Students were directed to continue work on their own, hands went up, talking began, students rummaged around or stared out the window, and some got out of their seats. Natural results of incomplete student understanding became painfully evident

8 Ineffective Nagging Telling students over and over again what they should be doing and admonishing them when they don’t comply Nag-nag-nag syndrome many teachers use even though experience shows that it doesn’t work. Instead of nagging teachers should calmly show they mean business, even more effectively through body language

9 Teachers become more Effective
Conserve Time and Don’t allow Students to Waste it Make maximum use of your time, establish classroom structure of rules, routines, and responsibility training that uses time efficiently, structure includes 30 second transitions from one activity to another Arrange Class seating to Facilitate Active Teaching and Close Proximity to Students Maintain close proximity and eye contact with students and move among them, during direct instruction and while students engaged in seat work or cooperative learning. An interior loop arrangement is advocated, which is best for working the crowd.

10 Teachers become more Effective
Teach you students the Meaning and Purpose of Discipline Separate the difference of acceptable and unacceptable behavior. Two types of class rules, general and specific. General rules there are fairly few and define the guidelines, the rules should be posted. Specific rules have to do with procedures and routines, they detail what the students should do in different learning activities. Assign your students specific responsibilities in caring for the classroom Assign a classroom chore to every student, to help students develop a sense of responsibility.

11 Teachers become more Effective
Begin every class with Bell work Teach students to sit down and begin bell work as soon as they enter the room. The bell work engages students and focuses their attention. Keep your students actively engaged in learning Say, See, Do teaching, teachers says the task, students see the teacher preform the task and then do the task. Use Visual Instructional plans Use graphics or pictures that students can use as guides in completing a process or an activity.

12 Teachers become more Effective
Use body language to communicate pleasantly and clearly that you mean business Discussing rules, demonstrate examples of body language to use to keep students on task. Regarding body carriage, calm and proper breathing, eye contact, physical proximity, facial expressions. Increase motivation and responsibility through wise use of incentives Offer incentive that prompts a student to act. Incentives should be provided in the form of preferred activity time, PAT, this includes instructional activities students enjoy. Grandma’s rule, student responsibility, genuine incentives, preferred activities, educational value, group concern and management, omission training, and backup systems elaborate of PAT.

13 Teachers become more Effective
Provide help efficiently during independent work Organize the classroom seating so all students can be reached quickly. Have visual instructional plans, and minimize the time used for giving help to students. Have stronger backup systems ready for use if and when needed Isolating a student, or calling for help if needed. Explain to students and demonstrate to students these stronger tactics, which you should clear in advance with the administrators.

14 Jones Study Group Activity
Work with three to eight people Structure he provides is focus questions, study-group questions, and performance checklists with 12 meetings Working the crowd and room arrangement Praise, Prompt, and Leave Visual Instructional Plans Say, See, Do teaching Rules, Routines, and Standards Understanding Brat Behavior Calm is Strength The Body Language of Meaning Business Eliminating Backtalk Responsibility training Omission Training and Preferred Activity Time Dealing with Typical Classroom Crises

15 Implementation in the Classroom
Physical Classroom Organization Limit setting Say See Do Teaching Incentives Backup System

16 Case 4: Tom is Hostile and Defiant
Tom had appeared to be in his useful foul mood ever since arriving in class. On his way to sharpen his pencil, he bumps into Frank, who complains. Tom tells him loudly to shut up. Miss Baines, the teacher says, “Tom, go back to your seat.” Tom wheels around, swears loudly, and says heatedly, “I’ll go when I’m _______ good and ready!” How effective do you believe Fred Jones’s suggestions would be in dealing with Tom?

17 Case 4: Tom is Hostile and Defiant
According to Jones you would handle this situation be reminding the students of the discipline. Show students the general rules that would be posted on the wall. Remind Tom of how things are handled in the classroom and that he is breaking the rules. Tom as well needs a reminder of he specific rules as well. If this does not work then have your back up plan ready, but before that remind Tom of the backup plan if he does not change his behavior. This would allow Miss Baines to regain control and show Tom the way that he is acting is not appropriate.

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