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Joness Positive Classroom Discipline Joness 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 Joness 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 slack off but instead will keep them on task He believes that keeping students interacting with each other is the best way to keep them on task His graphical approach to teaching teacher input student output teacher input student output etc which he calls Say See and Do Teaching 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 The reason for this instructional approach is to avoid what he calls built in factors for students 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 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 Most importantly when the teacher goes around she 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 However one of the major
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