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THE FRED JONES MODEL

THE FRED JONES MODEL. Classroom Management. 1. About 50 % of classroom time is lost due to student misbehavior and being off task. 2. Most of lost time can be avoided by systematically employing effective body language, incentive systems , and efficient individual help.

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THE FRED JONES MODEL

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  1. THE FRED JONES MODEL Classroom Management

  2. 1. About 50 % of classroom time is lost due to student misbehavior and being off task. • 2. Most of lost time can be avoided by systematically employing effective body language, incentivesystems, and efficient individual help. • 3. Effective bodylanguage [limit setting acts] causes students to stop misbehavior without being costly in teacher’s time: eye contact, facial expression, posture, signals and gestures, and physical proximity.

  3. 4. Incentivesystems motivate students to start doing the right thing, maintain on-task behavior, and behave properly. Preferredactivitytime [PAT] can provide incentives for the entire class. • 5. Positive instructional support. Students are motivated to complete work when teachers are able to move quickly from pupil to pupil and provide efficiently [Visual Instruction Plans (VIPs)]. • 6. Back-up Systems. A series of responses the teacher can call upon after the above fails.

  4. 7. Setting the stage. There are a number of things that a teacher should do to manage a classroom effectively. These include: 1) Set up the room to facilitate learning and movement. 2) Talk to parents to gain their support at the start of the semester. 3) Be aware of the nature of classroom disruptions so that responses are appropriate. 4) Generalrules tell what behavior the teacher expects. • Must be simple and clear. • There should be very fewrules and they should be posted. • Don’t make a rule unless it will be enforced every time it is broken.

  5. 5) Operationalrules describe the nuts and bolts and must be specified to provide for smooth operations. • What materials to use, e.g., paper size, pencil, or pen. • What must be done to complete an assignment, when due, etc. • When to sharpen pencils, get a drink, go to the bathroom. • When it is appropriate to move about the classroom. • When and to whom it is appropriate to talk. • How to get help. • How and when to cleanup. • How the class is dismissed.

  6. 6) Why do you need rules? Students want to know what they can do/get away with. 7) Rules need to be taught as carefully as any other lesson. 8) Rules need to be retaught at the beginning of an activity, after a vacation, when there is confusion. 9) Rules need to be enforced consistently, calmlyandpromptly.

  7. 8. Students like classrooms to be well-managed. • 9. A well-administered discipline plan with incentivessaves time so that the content of the course can be studied more effectively. ***The teacher that is “too busy” to teach rules and enforce them promptly will be forever out of time.

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