Fredric H.

Jones

Sarah Rooney
Mary Scanlon
Alejandro Rivera

Background of Fredric Jones

Director of classroom management training program in Santa

Cruz, California
Designed and implemented training programs such as
Classroom Discipline, Positive Classroom Instruction, Tools for
Teaching: Discipline, Instruction, and Motivation.
He does not have a teaching credential, but he does have 30
years experience of observing teachers.
Clinical Psychologist at UCLA

Teacher Responsibility
In order to have a structured classroom teachers must use

appropriate behavior
Both teachers and students need to create a mutual respect
for one another
If the teacher models mature behavior the student is more
likely to replicate that behavior

How Children Learn and Behave

Children misbehave when they dont understand classroom

rules
Children must be engaged in the lesson being taught (INTASC
Standard)
In order for children to be properly engaged they should be
able to help teachers create rules and incentives
Rules should be visible and accessible to students

Layer Cake Approach

Seating Arrangements
Limit Setting Techniques
Responsibility Training through Incentives
Back-Up Plans

3 Areas of Classroom
Management
Instruction The process in which teaching takes place;

students learn by doing

Motivation Incentives that occur during the lesson
Discipline Increasing the time-on-task while reducing
inappropriate behaviors

Instruction
Instruction uses the following components:
Working the crowd teachers should spend more time circulating the
classroom while students are at work this lowers the chances of students
misbehaving
Room arrangement create broad walk ways, assign seating, and put students
desks near the teacher
Praise, prompt, leave be clear, be brief, be gone use visual instruction for
students so that they can become less dependent on the teacher
See, say, do show students how to do a lesson and have them practice it
with the teacher before they leave, practicing new material builds students
confidence
Specific procedures and routines mastering routines shows students that the
teacher cares more about their character than the lesson

Motivation and Incentives

Motivation is managed through incentives
Informal incentives most common incentive in life (ex: a love for your family)
Formal incentives an agreed exchange (ex: getting paid)
Proactive incentives an established agreement in advance (ex: in order for you to
have a play date, you have to finish washing the dog.)
Reactive incentives usually occurs during an argument (ex: a mom bribes her son
with a reward so that he will do his laundry)
Preferred Activity Time a program (incentive) designed to help students stay
motivated and helps with time management responsibility among the students.
Students earn PAT for various reasons decided by the teacher. This technique only
works if the teacher establishes clear routines and expectations. Students should
enjoy all PAT activities

Discipline
The teacher should stay calm while dealing with misbehaving

students
Remember to work smart, not work hard
Fredric Jones states If you consistently increase the behaviors
you want, and consistently decrease the behaviors you do not
want, sooner or later you will be left with what you want.
Follow the Layer Cake Approach
Class Activity!

Appropriate Body Language

Body Language is communicating nonverbally through gestures and movements.
Teachers can use body language as nonverbal communication with students
Types of body language:
Eye contact
Facial expression
Proximity
Breathing
Arms crossed over chest
Shoulder movements (up, down, hanging, hunched)
Raised eyebrows
Head movements
Body posture

Video
http://www.youtube.com/watch?v=YjSOmyFLKWA#t=452

References
http://

www.lakraemer.com/graduateportfolio/CDjones_paper.htm
http://prezi.com/dvrt7sjjlulr/positive-discipline-model-fredric-jo
nes
/
http://www.metu.edu.tr/~
e133376/project/The%20Positive%20Discipline%20Model.htm
http://www.fredjones.com/best-third-edition-study-guide_study
-group-activity-guide-12m.pdf#!
study-group-activity-guide/c1z9s

INTASC Standard Links

1)
www.abc4fun.wordpress.com/intasc/standard-2-learning-differen
ces/
2)
www.sites.google.com/site/mtbbproject/intasc-standard-2-learnin
g-differences
3)
www.ccsso.org/Resources/Publication/InTASC_Model_Core_Teachi
ng_Standards_A_Resource_for_State_Dialouge_(April_2011).html
4)
www.ndsu.edu/education/teacher_education/undergraduate/intas
c_standards/