Fredric H. Jones

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Guru Project

Teachers lose approximately 50% of theirinstructional time due to “massive timewasting”

Lost time results from two kinds of studentmisbehavior-talking without permission(80%) and general goofing off

This lost time can be salvaged if teachersemploy three techniques that assistdiscipline

The Jones ModelThree techniques to assist discipline

Body Language

Incentive Systems

Providing Efficient Help

Helping students support their own selfcontrol

Emphasizes use of Body Language

How to provide incentives that Motivatedesired behavior

Details procedures for providing effectiveand efficient help to students duringindependent work time

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90% of good discipline depends on effective bodylanguage

Use physical mannerisms to set and enforcebehavior limits

At its most effective level, it communicates that theteacher is calmly in control, knows what is goingon, and means business

Body Language Includes: eye contact, physicalproximity, body carriage, facial expressions, andgestures

Few physical acts are more effective than eye contact forconveying the impression of being in control

Makes many people feel uncomfortable

Does not seem to be a natural behavior, therefore must bepracticed before it can be used effectively

Locking onto individuals sends a message that the teacheris aware and in control

Inhibits students who are on the verge of misbehaving

Provides opportunity to send facial expressions of approvalor disapproval

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Communicate Much to Students

Can show - enthusiasm, seriousness, enjoyment,and appreciation – all of which encourage goodbehavior

Can reveal – boredom, annoyance, andresignation, can encourage misbehavior

Can demonstrate a sense of humor - winks, smiles,and contortions, which is a trait that students likemost in teachers

Used instead of Words, just as effective

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Slight shake of the head – stop misbehavior beforeit gets going

Frowns – unmistakable disapproval

Firmed Lip and Flashing eyes – indicate limits havebeen reached

Used instead of words, just as effective

Advantage over verbal rebuffs – seldom belittle,sting, antagonize, or provoke counterattacks fromstudents

Students near the teacher rarely misbehave

Move nearer to students who are prone to misbehave orseat the students near them.

With this, teachers did not need to say anything to theoffenders to get them to behave.

Seat students in shallow semicircles, no more then threerows deep, with walk space in between

Example: student misbehaves, teacher moves near theoffending student, establishes brief eye contact, and saysnothing. The student usually returns immediately to properbehavior.

Body posture and carriage can be effective in communicatingauthority

Students can quickly read and determine if the teacher is illtired, disinterested, or intimidated

Good posture + confident carriage = Strong leadership

Drooping posture + tired movements = resignation/fearfulness

Move with a measure of vigor

On occasion you are ill, explain to students and ask foracceptance and tolerance

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Use to encourage and discourage behaviorand to maintain student attention

Communicates effectively, but does notinterfere with necessary instructionalverbalization

Examples: Palm out (stop), Palm up flexingfingers(continue), finger to lip (quiet), fingersnap (attention), thumbs up (approval)

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“Jones implies that teachersshould emphasizegenuineness, “Grandma’srule”, educational value, andease of implementation.”

Effective Incentives

Activities that almost allstudents desire sufficientlyto make extra effort toobtain them.

Students respond well tothe anticipation ofpreferred activities

Examples: art, watchingmovies, free time forpersonal interests or timeto talk with friends.

Less Desirable Incentives

Only motivates a handful ofstudents

Little Educational value

Costly

Examples: tangible objects,awards, certificates,marks, stars etc…

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“First eat your dinner and then you can have dessert.”

Applied in the classroom, this rule requires that studentsfirst do what they are supposed to do, and then for a whilethey can do what they want to do.

The incentive is the end product of the proposition.

Students must complete designated work while behavingacceptably

To be effective, delay the reward until last and make thereward contingent on the students doing required workacceptably

“ If they don’t eat their beans and cabbage, they don’t get theirpudding”

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Every class period should bedevoted to activities that haveeducational value.

Work that only keeps studentsoccupied, but teaches them little,can seldom be justified.

“Busy Work”

There are many educationally valuableactivities that students enjoy greatly bothindividually and in groups.

•One of the best is “free time”

•The freedom is that of choosing from avariety of approved activities.

Four things to implement Jones incentive system

1.Establish and explain the system

2.Allow the class to vote from time to time on which teacher-approved activities they wish to enjoy during incentive time

3.Obtain a stop watch and use it conscientiously

4.Be prepared when necessary to conduct the class in lowpreference activities for the amount of time that studentsmight have lost from their preferred activity time allotment

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Jones found that teachers on averageactually spend around four minutes witheach student who requested help duringindependent work time.

He also noted something that compoundedthe problem: “Dependency Syndrome”-where some students felt so uncomfortabledoing independent work that they routinelyraised their hands for teacher help evenwhen they did not need it.

Organize the classroom seating so that students are withineasy reach of teacher. Otherwise the teacher uses toomuch time and energy dashing from one end of theclassroom to the other

Use graphic reminders, such as models or charts, thatprovide clear examples and instructions. These remindersare posted and can be consulted by students before theycall for teachers help.

Cut to bare minimum the time used forindividual help.

 Be Positive: Quickly find anything that the student hasdone correctly and mention it favorably

Be Brief: Give straight forward hints or suggestions thatwill get the student going

Be Gone: Leave immediately

Teachers have time to attend to every student who needshelp.

Students spend little wasted time waiting for the teacher

Misbehavior is much less likely to occur

The dependency syndrome is broken

Rapid circulation = better monitoring

of work being done

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Catch misbehavior early and deal with it immediately

Use body language instead of words. Show you meanbusiness through our posture, eye contact, facialexpression, and gestures.

Use physical proximity in dealing with misbehaving ordefiant students

Use group incentive systems to motivate work andgood behavior

Provide individual help efficiently

Do not Use Threats

Establish rules and attend to misbehavior