Ch+7+notes

Authoritative Input from ** FRED JONES ** : // Tools for Teaching // __ Fundamental Hypothesis of __//__ Tools for Teaching __// Discipline problems can be reduced to a minimum if teachers use an efficient classroom seating arrangement, a teaching style that involves all students actively, and effective body language to   limit misbehavior. Fred Jones, a clinical psychologist, developed and now as an independent consultant directs training programs in procedures for improving teacher effectiveness in motivating, managing, and instructing students. His approach evolved from extensive field observations of effective teachers, and now is presented as systematic district-wide staff development opportunities. Jones has found that the strategies he advocates can easily be learned. Jones’s books, // Positive // // Classroom Discipline // (1987, 1996), // Positive Classroom Instruction // (1987), and // Fred Jones’s // // Tools for Teachers // (2001, 2007), and his // Study Group Activity Guide // (2002, available for   download from his website) and video courses, detail his systems for managing student behavior and classrooms. Website: [|www.fredjones.com]. Jones’s major efforts have been aimed at reducing to a minimum the relatively benign student misbehaviors that take so much time away from instructional time, and at helping students support their own self-control so that they behave properly and maintain positive attitudes. The approach to teaching that Jones advocates aims at establishing a classroom environment and class routines that encourage good behavior. Interactive teaching, which he calls // Say, See, Do // // teaching //, is very effective in holding student attention. Jones places great emphasis on body language and nonverbal communication, as well as group incentives to manage incipient misbehavior. He also stresses the importance of teaching students responsibility by never doing for them what they can do for themselves. • Most all student misbehavior consists of talking to neighbors and being out of one’s seat, as   well as generally goofing off, such as daydreaming and making noise. But it is this behavior that most often disrupts teaching and learning. • On average, teachers in typical classrooms lose 50 percent of their teaching time because students are off task or otherwise disrupting learning. This is massive time wasting. • Misbehavior is most likely to occur when students are asked to work on their own. • Most teaching time that is otherwise lost can be recouped when teachers establish clear classroom structures, use effective body language, use Say, See, Do Teaching, and provide efficient help to students. • // Efficient arrangement of the classroom // improves the likelihood of successful teaching and learning. This includes seating arrangements that permit teachers to // work the crowd // as they supervise student work and provide help (Skill Cluster #1, Classroom Structure to Discourage   Misbehavior). • // Class agreements // help set clear standards and limits for acceptable behavior (Skill Cluster #2,   Limit-Setting through Class Agreements). • Teachers set limits on student behavior not so much through rules as through // subtle // // interpersonal skills. // These are skills that convey that teachers mean business (Skill Cluster   #3, Limit-Setting through Body Language). • Proper use of // non verbal communication // and // body language // is one of the most effective discipline skills available to teachers. Body language includes eye contact, physical proximity, body carriage, facial expressions, and gestures (Skill Cluster #3). • // Say, See, Do Teaching // is an instructional method that calls for frequent student response to   teacher input. It keeps students actively alert and involved in the lesson (Skill Cluster #4,   Using Say, See, Do Teaching). • Students will work hard and behave well when given incentives to do so. // Incentives // are teachers’ promises that students will earn rewards of favorite activities for everyone in   exchange for proper behavior by all (Skill Cluster #5, Responsibility Training through    Incentive Systems). • To be effective, an incentive such as // Preferred Activity Time // ( // PAT // ) must be attractive to the entire group and be available equally to all (Skill Cluster #5). • Students must learn to do their work without the teacher hovering over them. Jones calls students’ reliance on teacher presence // helpless handraising //. His method to provide // efficient // // help // to students during independent work has teachers “be positive, be brief, be gone” (Skill   Cluster #6, Providing Efficient Help to Individual Students). • The goal of discipline is for students to assume responsibility for their actions. Jones’s approach, more than any other, advocates discipline techniques used by highly successful teachers. The model is especially good at providing strong help in preventive and supportive discipline. Further, the strategies Jones advocates all are teachable, though many teachers do not learn them well within the pressures of day-to-day teaching. Through specific training and the study guide and videos, most teachers can acquire the techniques that usually are seen only in   their most effective colleagues. Motivated teachers can assess their classroom behavior in light of Jones’s suggestions and isolate and practice certain control tactics for improvement. They do   not have to implement a full-blown system, but instead can practice, perfect, and add techniques in increments. It is unrealistic to expect that teachers can read Jones’s work and be able to apply the techniques the next day. These techniques must be understood and then practiced repeatedly, which is best accomplished through Jones’s training sessions or by following the study guide and videos. These are designed for small groups of teachers who meet regularly to discuss and put into practice the skills Jones advocates. ** Fundamental Hypothesis of ****// Tools for Teaching //** Discipline problems can be reduced to a minimum if teachers use an efficient classroom seating arrangement, a teaching style that involves all students actively, and effective body language to   limit misbehavior. ������ Renewed emphasis on the importance of // classroom structure // in maintaining discipline. ������ Used // class agreements // and backup systems to set limits. ������ Clarified the value and techniques of // nonverbal communication // and // effective body language //. ������ Used // Say, See, Do Teaching // to keep students actively alert and involved in the lesson. ������ Used // incentive systems // and // Preferred Activity Time (PAT) // to motivate responsible behavior. ������ Made clear suggestions for providing // efficient help // to students during independent work. ������ Stressed the importance of teaching students responsibility by never doing for them what they can do for themselves. • Advocates discipline techniques used by highly successful teachers who are especially good at preventing and supporting discipline. • All the strategies are teachable through specific training and the study guides and videos designed for small groups of teachers who meet regularly to discuss practice the skills. • Teachers can assess their classroom behavior and isolate and practice certain skills and tactics for improvement. They do not have to implement a full-blown system, but instead can practice, perfect, and add techniques in increments. • Online support includes Study Group Activity Guide and message board and PAT ideas from teachers. • It is unrealistic to expect that teachers can read Jones’s work and be able to apply the techniques the next day. These techniques must be understood and then practiced repeatedly. • While all the strategies are teachable, many teachers do not learn them well within the pressures of day-to-day teaching. • Teachers may see the training and study groups as yet another task that takes time and energy they do not feel they have. ** Misbehavior ** that disrupts teaching and learning mostly consists of talking to neighbors, being out of one’s seat, and generally goofing off. On average, teachers lose approximately 50 percent of their available teaching time to these activities • // Room arrangement // allows teachers to “work the crowd” as they move among students during independent work. • // Rules and routines // are taught and practiced. General class rules provide broad guidelines, standards, and expectations for work and behavior, and specific rules describe procedures and routines. • // Class chores // give students “buy-in” and a sense of responsibility. • // Opening routines // such as bell work promptly focus students to the day’s lessons, and decrease students’ opportunity to waste time, misbehave. • Discussions followed by agreements can become the rules of behavior in the class. • Misbehavior will be corrected with body language from the teacher that reminds students what they should be doing, or that may even make them slightly uncomfortable. • Students will receive incentives and social rewards for observing rules and agreements. • // Backup systems // will be used when students misbehave seriously and refuse to comply with rules or teacher’s requests. • // Proper breathing // enables teachers to remain calm and in control. • // Eye contact //, looking directly into the eyes of individual students, also conveys the impression of being in control. • // Physical proximity // limits the distance between teachers and students; students near the teacher rarely misbehave. • // Body carriage // presented with good posture and movement can be quite effective in   communicating authority. • // Facial expressions and gestures // communicate a range of messages to students. • The instructional approach is // doing // -oriented, with activities occurring at short intervals so   students remain alert and involved in the lesson. • Other approaches contribute to student misbehavior because teachers present large amounts of information, creating cognitive overload in students; students sit passively too long; and teachers do not adequately // work the crowd // or interact with students. • A // visual instruction plan (VIP) // is a series of picture prompts that represents the process of the activity or thinking, and clearly guides students through the process. • Say See Do teaching, along with VIPs, greatly reduces the amount of fooling around because students are kept busy while the teacher circulates and interacts with students at work. • // Incentives // are things outside of the individual that prompt action. They are promised as the consequence for desired behavior, but held in abeyance to occur or be provided later. • // Grandma’s Rule // states: “First eat your vegetables, and then you can have your dessert.” In   the classroom, this requires students first to do what they are supposed to, and then for a    while they can do what they want to do. • Teachers best support // student responsibility // when they use encouragement and incentives. • // Genuine incentives // are desired and available to all students, in exchange for making the extra effort to obtain them. • // Preferred Activity Time (PAT) // is time allotted for any activity that can serve as an incentive, such as learning games or enrichment activities. When selecting PAT, teachers must consider that (1) students want the activity, (2) students will earn time toward PAT through their responsible behaviors, and (3) the teacher is able to live with the PAT. • // Educational value // can be found in enrichment activities and team learning games. • // Group concern // motivates all students to keep on task, behave well, and complete assigned work in order to earn the incentive for the entire class. • // Ease of implementation // is important as teachers consider any incentive system. • // Omission training // can work when one student repeatedly misbehaves and ruins PAT for the rest of the class. The plan allows the student to earn PAT time for the entire class by   omitting a certain misbehavior. Students cannot lose time for the class through their misbehavior. Rather, they deal with the teacher one-on-one. • // Backup systems //, as a last option, are a hierarchical arrangement of sanctions intended to stop unacceptable student behavior. • // Typical Concerns // • Insufficient time for teacher to reach all students who request help. • Wasted student work time waiting for the teacher. • Misbehavior is likely to occur when students are not working. • Students are overly dependent on the teacher’s help and don’t want to work on their own. • // Resolving the Concerns // • Organize seating in an // interior loop // so all students quickly are accessible to the teacher. • Use Visual Instruction Plans and graphic reminders such as models, charts, or series of   steps that provide clear examples and instructions and can be consulted by students before they call for teacher help. • When help is requested, provide it in 20 seconds or less: 1. (Optional for initial contact). Quickly note anything the student has done correctly and comment on it favorably, such as “Your work is very neat.” “Good work up to   here.” 2. Give a straightforward prompt that will get the student going, such as “Invert here and multiply” or “Follow step 2 on the chart.” 3. Leave immediately. (Jones says, “Be positive, be brief, and be gone.”) would be an improvement
 * Chapter 7 Discipline through Active Student Involvement **
 * Main Ideas **
 * Jones’s Contributions to Classroom Discipline **
 * Strengths of Jones’s Work Challenges of Jones’s Work **
 * Skill Cluster #1: Classroom Structure to Discourage Misbehavior **
 * Skill Cluster #2: Limit-Setting Through Class Agreements **
 * Skill Cluster #3: Limit-Setting Through Body Language **
 * Skill Cluster #4: Say, See, Do Teaching **
 * Skills Cluster #5: Responsibility Training Through Incentive Systems **
 * Skill Cluster #6: Providing Efficient Help to Individual Students **