Jones' Positive Classroom Discipline
Jones's Positive Classroom Discipline:Jones's Positive Classroom Discipline provides effective tactics for preventing misbehavior and supporting proper behavior. Contrary to many others interested in classroom discipline theories, who believe in the role of verbal communication, Jones was the first one to emphasize the role of nonverbal communication by using body language such as facial expressions, gestures, eye contact, and physical proximity to prevent and correct students' misbehaviors. Jones's central focus is in helping students support their own self-control so that they behave properly and maintain a positive attitude. To reach that goal, Jones emphasizes good classroom management, teaching in a way that does not give students the opportunity to goof off or
Most importantly, when the teacher goes around, s/he has a chance to "work the crowd" and to interact with students individually to check their understanding of the concepts and help them out with their problems. Also, when student get passive for too long, they either fall asleep and get bored or get the urge of doing something like moving around or chatting with each other which creates a discipline problem. Jones observed that teachers have three different management styles: some teach well, some nag, threaten, and punish; and some others lower their standards and accept whatever they can get from students, and he believes that these management styles are closely related to their success in the classroom. He believes that keeping students interacting with each other is the best way to keep them on task. It is very effective in keeping the students from fooling around because they are kept busy while the teacher circulates and interacts with them while at work. His graphical approach to teaching: teacher input, student output, teacher input, student output, etc. slack off, but instead will keep them on task. which he calls "Say, See, and Do Teaching". To conclude, while Jones's system of discipline might seem at first overwhelming, it is in fact fairly easy to administer and can be implemented part by part. However, to be effective these incentives have to be genuine, that is, the students have to earn them and at the same time they should possess an educational value. Since all the parts are closely related as in a system, the proper use of management tools in one part will have a positive influence on the other parts so as to create a positive experience for both the students and the teacher. However, one of the major problems for teachers is how to manage student discipline effectively so that they create a positive learning environment for students. By giving students incentives such as PAT (preferred activity time), the teacher is able to motivate the students to behave in a way that s/she feels will make them more productive in their learning experiences. The reason for this instructional approach is to avoid what he calls built in factors for student's misbehaviors: when teachers spend major portions of their class periods presenting information to students while the students remain relatively passive, the large amount of input will produce cognitive overload in the students, which makes them disengaged from the lesson.
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