FREDERIC JONES

1. FREDERIC JONES Jody Bee Erin McAfee Julia Brown Michelle Boothe

2. Why Is Jones A Guru?? Jones studies hundreds of elementary school teachers and their methods of classroom management. He wanted to know what worked and what failed with classroom management. He was looking for teachers who prevented behavior, not corrected it. He found lots of what not to do and enough good advice to become a guru!

3. What Is The Problem??

4. What Worked?? Successful teachers used: Effective Body Language Interactive Teaching Say, See, Do Teaching Incentive Systems Effective classroom set-up PAT (Preferred Activity Time) Providing Efficient Help to Students

5. What Does All of This Look Like in My Class? An efficiently arranged classroom Nonverbal communication Strong body language Student misbehavior is prevented, not corrected, throughout the day. Students work hard and behave during seat work with say, see, do teaching. Incentive programs are enticing and available to everyone. Students assume responsibility for their own actions.

6. Sounds Great� but HOW??

7. Classroom Structure �The best way to manage behavior problems is prevent them from happening� ROOM ARRANGEMENT � Minimize physical distance between students and teacher Use movement and proximity Work the crowd Pause, look, touch, or slow turn Interior loop Generous walkways Accessible to all students

10. Classroom Structure CLASSROOM RULES General and specific General: a few rules to define expectations � posted always Specific: procedures and routines that are taught and rehearsed � posted when necessary A good classroom is where rules are acknowledged and respected and the teacher doesn�t spend the day nagging

11. Classroom Structure Classroom chores offer a sense of buy-in for students and alleviates teachers� jobs Opening routines allow teachers to begin class promptly and not waste instructional time on �paperwork� rather on bell work. Review ?s, warm-up problems, brain teasers, silent reading, journal writing.

12. Good Rules? You Choose? Ms. Brown�s Rules No Talking No Getting Out of Your Seat Raise Your Hand to Talk No Skipping Homework No Gum No Smart Mouth No Bullying No Running Ms. Smith�s Rules Respect Yourself, Your School and Your Classmates Raise Your Hand to Share Listen Actively Speak Respectfully

13. Body Language Effective teachers use body language Being calm = strong and in control Eye contact can Physical proximity can prevent misbehavior. When students are off-task, simply standing next to them can direct them to work. Students read body language to determine whether teacher feels in charge, intimidated, tired, etc. Facial expressions communicate everything.

14. Body Language � What Doesn�t Work?

15. Body Language � What Does Work?

16. Say, See, Do Teaching� What Not To Do Many teachers lecture, lecture, lecture and provide little independent practice Students sit passively for too long. The urge to do something builds up. Teacher doesn�t work the crowd but rather lectures from the front of the room.

17. Say, See, Do Teaching� The Right Way Put students to work from the beginning Present information quickly then have students do something with it Teacher Says, Students See then Do Reduces students fooling around because they are constantly doing. Teacher input � student output � teacher input � student output

18. What Are Incentive Systems? Incentive systems are used by teachers who teach and reward well. Reward good behavior with incentives available and enticing to all students. Use the �bonus� plan Students rack up time that can later be used for a fun activity or educational game.

19. How to Implement Incentive Systems Incentives are a reward to a desired behavior - to motivate students Reward given after the desired behavior Grandma�s Rule: you�ll get your dessert after you eat all your dinner.Reward could be a learning game, enrichment activity, reading, or art/craft.

20. What Do Incentive Systems Do? Encourage students to stay on task to earn PAT (Preferred Activity Time). Help everyone take responsibility for their behavior. Provides activities that students really like as incentives rather than using threats to encourage good behavior. Allows PAT to be developed over time and used at end of day, end of week, etc. to reward desired behavior

21. PAT � Preferred Activity Time Allow for any activity that can serve as an incentive. An activity students enjoy and earn by showing responsibility Time left over/being prepared/accumulate time for future or use at end of day Use activities with educational value

22. Group Concern Make sure every student has a stake in earning the incentive for the entire class! What about the single student who ruins PAT for the entire class? Peer pressure v. misbehavior Class is likely to discourage misbehavior Teacher works withindividual acting out

23. Implementing Incentive Systems Establish & explain the system Allow class to vote on approved activities Keep track of bonus time earned Be prepared to do low-preference activities for time students lost from PAT

24. Omission Training PAT earned by entire class. For individuals who misbehave, earn PAT by omitting an undesirable behavior When student gets on task, he will earn time for himself and PAT for the class

25. Efficient Help to Individuals What is helpless handraising? Students raise hand for help even when they don�t need it! Problems of seatwork: Insufficient time for teacher to answer all ?s Wasted student time High potential for misbehavior High need for teacher help

26. What Do I Do??? Organize classroom so students are w/in easy reach Use graphic reminders, models, charts and instructions Reduce to minimum time used for giving individual help

27. What Else? Find something the student did correctly and PRAISE Prompt the student to follow instructions posted Leave �Be positive, brief and be gone�

28. How Do I Do This in My Class? Classroom structure Limit setting Say, see, do teaching Incentives Backup systems Plan all in advance and implement simultaneously

29. Case 1: KRISTINA Kristina is docile. She socializes very little and never disrupts. However, she doesn�t do any work. She rarely completes an assignment. She puts forth very little effort.

30. Case 2: SARA Sara cannot stop talking. She is pleasant and participates. She does most of her work. But she cannot stop talking to classmates.

31. Case 3: JOSHUA Joshua clowns around and intimidates his classmates. He is larger and louder and always wants to be the center of attention. He talks back to the teacher, makes noises andsarcastic comments.

32. Case 4: TOM Tom is hostile and defiant. He is always in a bad mood. He bumps into classmates and tells them to, �shut up.� He curses at the teacher and yells at everyone.