Fred Jones How does Fred Jones Establish Class Discipline by Keeping Students Responsibly Involved?

Fred Jones

How does Fred Jones

Establish Class Discipline by

Keeping Students

Responsibly Involved?

What areas contribute to What areas contribute to misbehaviors?misbehaviors?

Massive Time Wasting

Student Passivity

Student Aimlessness

Helpless Hand raising

Ineffective Teacher Nagging

Massive Time WastingMassive Time Wasting

TalkingGoofing OffDay dreamingMoving about the room

What is it?


One or more of the four disruptions mentioned were present about 95% of the time during any classroom disruption

In a well-managed classroom one of the mentioned disruptions occurred about every two minutes

In an unruly class the disruptions averaged about 2 ½ per minute

With dealing with disruptions 50% of teaching time was lost

An average class took 5-7 minutes after the bell rang to get going

Transitions between activities took 5 minutes Expert time wasters take every advantage possible

Did you know?


Clearly communicating class requirements to students Following through with class rules Establishing and practicing routines Increasing student motivation to engage in activities Using effective ways of providing help to students who

need it Responsibility Training

Suggested Solutions

Responsibility TrainingResponsibility Training

Responsibility training is a program that teaches time management to students by giving them time to earn or lose

Jones believes that we need to give students time in order for them to learn how to manage it just like we give children allowance and chore money so they can learn money management

Jones suggests providing students incentives to hustle rather than dawdle in the classroom

Jones believes that students will create their own PAT without the educational value (such as dawdling to talk to friends and avoid work) if not provided with incentive to hustle

This is accomplished by allowing students to earn time for Preferred Activity Time (PAT)

PAT includes educational activities a teacher creates for students the students to earn time to participate in

The power of Responsibility Training does not come from the thrill value of the PAT. It comes from the empowerment of the group over its own destiny. Jones PAT in Perspective

The teacher is not rewarding or punishing student behavior as much as they are simply keeping an accurate record of the students’ decisions. Jones PAT in Perspective

A Classroom ExampleA Classroom ExampleImagine a fifth grade teacher who values art as part of the curriculum and would do art projects whether she knew anything about incentives or not. The teacher, however, is wise to incentives and knows how to get two for the price of one. She might start the day with the following announcement:"Students, I would like to direct your attention to the project table over by the window. As you can see, I have laid out art supplies for our preferred activity at the end of the day. As usual, I have set aside twenty minutes for Preferred Activity Time (PAT)."Of course, once you get started on an art project, you always love to have more time. And this time, you can! All the time we save during the day by hustling will be added to PAT. We could have forty minutes for art if we really get things done."

By giving a initial gift of PAT time, the students do not only have PAT time to earn, but also PAT time to protect.

It also allows for the process to be “rigged” in order for students to always get some PAT.

How do I gain the Time?How do I gain the Time?

The Transition Hustle!Choose a routineEstimate how much time it would

take to complete if all the students were hustling

Round this amount up to the nearest minute and double it

This create your goal time for PAT earning

Keeping TrackKeeping Track

a T chart is put on the board with 2 columns labeled time gained and time lost

- an initial gift of PAT is given so that if the students are over their target time, they still get some PAT

- Jones states that students are rarely over their time especially after the first weeks

Protecting PATProtecting PAT

-the whole class must comply before you give bonus PAT

- when a student or student does not comply, Jones suggests a fail-safe mechanism

- He calls this “Cut Them Out of the Herd” and suggests after 3 times, the student no longer is part of the PAT system and gives the class back their points

--the student then becomes solely responsible to the teacher

- the class is told of the process

Omission TrainingOmission Training

-the student who is cut from the program can regain a part by omission Training

--the student earns points for himself and the class for eliminating problem behavior in a set amount of time

-Jones claims this is a win-win for chronic behavior as both the teacher and student become encouragers and all benefit from the reduction in misbehavior

Examples of PATExamples of PAT

Pictionary (all grades) Duck, Duck, Spell (K-3) Alphabet Search (Grades 2-12)

To aid the students in recalling information given over a long period of time.

Chalkboard Relays (Grades 4-12)Fast recall and categorizing in the subject area

Senior Years? PAT can be banked for a projects

-creating a puppet play for elementary school

- Building race car track for physics Or a traditional last 10 minute review could become a game

(Jeopardy) PAT can also be added time to already motivating activities

such as art projects, math games, and centre time

Student Passivity & Student Passivity & Helpless Hand raising Helpless Hand raising

Brought on in large measure by teaching method◦ Meaning students in the early phases of the lessons were not required

to participate actively or show accountability

teacher input – input – input – input – input – input – input – student output

Students merely sit and listen as teachers explain and demonstrate◦ Known as “Bop ‘til you drop”

Did you know?

Jones’ Say, See, Do Teaching Approach

Present info and quickly have students do something with it!!!

teacher input – student output – teacher input – student output – teacher input – student output

Want this to be more effective?

Suggested Solutions


Augment with Visual Instructional Plans (VIPS)

Suggested Solutions

One step at a time A picture for every step Minimum reliance on words


Fred Jones VideoFred Jones Video

http://www.youtube.com/watch?v=MInPwzg6TiQ&feature=related

Student AimlessnessStudent Aimlessness

Defined by what students can get away with If teachers do not take the time to teach expectations

and classroom procedures carefully and they fail to follow through – teacher will consistently get whatever the students feel like giving them

Did you know?

Student AimlessnessStudent Aimlessness

Teaching and enforcing classroom procedure Incentives

◦ Preferred Activity Time (PAT)

Suggested Solutions

Preferred Activity Time Preferred Activity Time (PAT)(PAT)

Do’s/Benefits

Freedom to choose a variety of approved activities

Classmates motivate each other to stay on task in order to earn time for PAT

Class rewarded and punished together regardless of whom misbehaves

Activities are of educational valueStudents complete all their work before taking

part in PATHelps students learn to take responsibility for

their decisions and actions

What is it? How does it work?

Preferred Activity Time Preferred Activity Time (PAT)(PAT)

Don‘t

Never left to do just anythingDo not proceed without guidance

What is it? How does it work?

“Student’s won’t work for long to earn free time but they will work hard to gain time for an activity they enjoy!”

(Jones, pg 129)

Ineffective Teacher NaggingIneffective Teacher Nagging

Teachers spend a great deal nagging students◦ “Stop talking, you should have started your work already.”

◦ Known as the nag-nag-nag syndrome

Did you know?

Ineffective Teacher NaggingIneffective Teacher Nagging

Show that you mean business by Setting limits (acceptable and unacceptable

behaviour) Convey messages through body language

Proper breathing Eye Contact Physical Proximity Body Carriage Facial Expressions Backup systems

Suggested Solutions

Backup SystemBackup System

Hierarchal Arrangement

Convey privately or semi-privately to the student

Deliver publicly in the classroom(warnings, reprimands, loss of privilege & parent conferences)

Require involvement of 2 professionals(office, in-out school suspension, placement in alternate

class/school)

ConclusionConclusion

Seat Work is susceptible to 4 problems

a)Wasted timeb)Insufficient time for teachers to

answer all request for helpc)High potential for misbehaviourd)Perpetuation of student dependency

on the teacher

ConclusionConclusion

Teachers learn to provide help efficiently

a)Organize the classroom seating so that all students can be reached quickly

b)Use visual instructional plans (VIPS)

c) Minimize the time used for giving help to

students

In SummaryIn Summary

Conceptualize and initiate his approach as a five tier system Classroom Structure Limit Setting Say, See, Do Teaching Incentives Backup-systems

Preserve and make wise use of instructional time Structure your classroom and program Use body language and personal-relations skills Make use of Say, See Do Teaching “Work the Crowd” Keep individual help to students to 20 seconds or

less Use class incentives to foster student involvement

and increase responsibility

To Be Effective, Jones says

DiscussionHow Fred Jones Establishes Class Discipline

In the following scenarios:

Identify the problem that promotes the undesired behaviour

Describe how Fred Jones would have the teacher deal with it


1. Mr. Smith tries to help all of his students during independent work time but finds himself unable to get around to all who have there hands raised


2. Mrs. Swan wears herself out every day dealing with class clowns who disrupt her lessons. The other students always laugh at the clowns’ antics.


3. Ms. Peters, who takes pride in her lectures, is becoming frustrated because students begin to gaze out the window and whisper before she has completed what she wants to tell them.

DiscussionFinal Thought

Do you feel that any of Jones’ strategies would be effective in establishing classroom discipline?

Which strategy would be the most or least effective?

Why or why not?

PositivesPositives

pinpoints some bad teaching habits and gives some accessible and reasonable solutions

VIPs can be a powerful teaching tool and helps to solve the common and frustrating problem of helpless hand raising

time management is an important skill by using PAT daily, the end of the day

ends positivelyuses an incentive system that

incorporates educational activities

PitfallsPitfalls

Teaching Richly?

It is important not to save all the preferred and rich learning activities for PAT because

gives the message that most learning is not fun and exciting

the activities become disconnected from other educational activities so that it is not seen as educational at all

decreases the quality of teaching

PitfallsPitfallsThe Whole Class System

Jones’ method of whole class reward and penalty

creates an ultimatum—buy in or cause troublemakes students who won’t or can’t comply

stand out to their peers as obstacles to a reward

Jones’ solution to a student’s noncompliance is to “Cut Them Out Of The Herd” Jones (2006) and have the student involved in omission training

this leads to further exclusion

Jones believes “the strength of this approach is that engenders peer pressure against misbehaviour.” Charles C. M. (2010)

peer pressure in itself is not a bad thing, but has some dangers when employed directly by a teacher in order to control it is our job to discipline students, not other

students

PitfallsPitfallsany problems the approach has can be

multiplied by the number of peers if the teacher models public shaming,

students feel it is okay if the approach negatively effects a

student’s relationship to the teacher, it will also translate to the peers

can lead unhealthy relationships between peers frustration bullying the “SHUT UP!” factor

PitfallsPitfalls

The Back-up System The Public Reprimand & Loss of

DignityJones’ use of the public reprimand in the

back up system is deeply problematic. It uses shaming as a form of punishment

to deter the student when talking to them privately does not work.

The use of it in a system that uses peer pressure to ensure student compliance adds to the problem.

Always treat students with dignity. In school, we must let students know that their dignity will always be maintained. There is no better way to damage a students’ dignity than to embarrass them in front of their friends, scold them in public, or have them fail in front of the class. Dignity is enhanced when students have opportunities to lead, make decisions, and give input. It becomes part of the school’s fabric when they are viewed as partners in creating and sustaining the school climate, rather than simply being recipients of adults efforts.

Mendler, R.L. , Mendler A.N., & Curwin, B.D. (2008)

A Teaching PhilosophyA Teaching Philosophy

In Kids are Worth It! (1994), Barbara Coloroso asks adults to declare that “I will not treat a child in a way I myself would not want to be treated”

ScenarioYou have not handed in a required piece of work and

the principal has already reminded you in the staff room one on one. She/he then decides to reprimand you in front of everyone at the staff meeting.

Would I want this done to my ten year old self?”

ResourcesResourcesCharles, C.M. (2011). Building Classroom Discipline (10th Ed.) “How Does

Fred Jones Establish Class Discipline by Keeping Students Responsibility Involved? pp. 120-137.” Boston, MA: Pearson

Coloroso, Barbara (1994) Kids are Worth It!: Giving Your Child the Gift of Inner Discipline. Toronto, ON: Somerville House Publishing.

Creating Effective Lessons the Easy way with Fred Jones. YouTube Video.Retrieved from: http://www.youtube.com/watch?v=MInPwzg6TiQ&feature=related

Curwin, R.L., Mendler, A.N., & Mendler, B. D. (2008) Discipline with Dignity: New Challenges, New Solutions. (3rd Ed.) Alexandria, VA: ASCD.

Jones, Fred (2003). Weaning the Helpless Handraiser, Part 1: Reinforcing

Helplessness. Education World. Retrieved from: www.educationworld.com/a_curr/columnists/jones/jones003.shtml

ResourcesResourcesJones, Fred. (2003). Weaning the Helpless Handraiser, Part 2: Teaching the Visual

Modality. Education World. Retrieved from: www.educationworld.com/a_curr/columnists/jones/jones003.shtml

Jones, Fred. (2003). Weaning the Helpless Handraiser, Part 3: Teaching the Physical Modality. Education World. Retrieved from: www.educationworld.com/a_curr/columnists/jones/jones003.shtml

Jones, Fred (May 2006) Responsibility Training. Retrieved from: http://www.educationworld.com/a_curr/columnists/jones/jones027.shtml

Jones, Fred (2010) Responsibility Training: PAT in Perspective.

Retrieved from http://www.fredjones.com/Tools-for-Teaching/PAT-Perspective.html

Jones, Fred (2010) PAT Bank. Retrieved from: http://www.fredjones.com/PAT/index.html

Fred Jones How does Fred Jones Establish Class Discipline by Keeping Students Responsibly Involved?

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