toolsforteaching

Tools for Teaching

The fundamentals of "Tools for Teaching" began in 1969 when Dr. Jones visited a "school for emotionally, behaviorally, and learning handicapped junior-high-age students." There, Dr. Jones observed a group of students who were wild with some teachers, but well behaved for others. He wondered why this was and asked the successful teachers how they did it. They told him, "You have to mean business" but they could not tell him how they put this into practice. Jones states in his book Tools for Teaching, "They could not tell me what they were doing if their lives depended on it. They had no technology of management. They had good instincts." Dr. Jones called these teachers "naturals" and set out to develop an affordable, easy system other teachers could duplicate, so they could be like these "natural" teachers. The result was his program "Tools for Teaching". The following paragraphs sum up the chapters in "Tools for Teaching".

Section 1: Building a Classroom Management System

** Chapter 1: Learning from the "Natural" Teachers ** This first chapter can be read online for free at: @http://www.fredjones.com/Title-One-Preview/ToolsForTeaching.pdf. It describes Jones' observation of the "natural" teachers, the problems teachers encounter (squandered time, passivity, goofing off, teacher nagging), and the stages teachers go through (Stage 1: Green as Grass; Stage 2: Do Something!; Stage 3: Sick and Tired; Stage 4: Going Nowhere).

** Chapter 2: Focusing on Prevention ** Jones states that good classroom management must begin with the prevention of bad behaviors through:    --Establishing routines --Cutting down on the "Helpless Handraisers" (students who raise their hands the moment students enter independent work and dominate teacher time, causing the other students to goof off) through several strategies, including creating "Visual Instructional Plans" (VIP), which increase student understanding by putting words into step-by-step pictures. --Providing incentives to students to increase motivation --Working the crowd (staying close to each student in the room as often as possible. The further a teacher is to a student, the more inclined they are to "goof off" and talk to their neighbor).

Section 2: Exploiting Proximity



** Chapter 3: Working the Crowd ** Jones states, "The most basic factor that governs the likelihood of students goofing off in the classroom in the classroom is their physical distance from the teacher's body." As such, students must work the room as often as possible, so they spend as much time as possible close to each and every student.

** Chapter 4: Arranging the Room ** Jones gives recommended room arrangements to promote teacher mobility. He encourages teachers to speak with their administrators and custodians about these arrangements, with the reasoning behind them, so they have their support. He also says that students should help keep the room in order, by telling them to keep their desks in their proper spots.

Section 3: Creating Independent Learners



** Chapter 5: Weaning the Helpless Handraisers ** Helpless Handraisers can dominate teacher time, leaving the other students in the class time to "goof off". In Tools for Teaching, Jones writes, "While the teacher tutors the helpless handraiser, the noise level rises. Soon the teacher must stop to reprimand." The following chapters recommend how to alleviate these issues...

** Chapter 6: Praise, Prompt and Leave: the Verbal Modality ** Jones writes, "Cognitive overload occurs when we try to put too much "stuff" into the student's head at one time." As such, he recommends teachers, "Praise, prompt, and then leave." He says that it is better to teach students one step at a time, as giving them too much information as once doesn't allow the information to go from short term to long term memory.

** Chapter 7: Visual Instruction Plans: the Visual Modality ** Jones states, "In order to wean the helpless handraisers, we must replace verbal prompts to create clarity while reducing the duration of the lesson" and "A Visual Instructional Plan (VIP) is a lesson plan in visual form. It is a string of visual prompts that provides a clear set of plans for correct performance". An example of this can be seen in the video below (this video can also be seen on our videos page.  media type="youtube" key="MInPwzg6TiQ?fs=1" height="385" width="480" align="center"

** Chapter 8: Say, See, Do Teaching: The Physical Modality ** Jones states that when teachers teach by talking, and for long periods of time, most of the information isn't retained by students. In order to maximize retension, teachers must combine talking with visuals, then have the students do the work themselves. He quotes the Chinese proverb:     // I hear, and I forget // // I see, and I remember // // I do, and I understand // He recommends creating lessons where students "Say, See, and Do"

Section 4: Raising Expectations

** Chapter 9: Creating Motivations ** Students work harder for teachers they love and respect, and when they have incentives. Jones suggests starting with "Say, See, Do" teaching so students can complete their tasks in a timely fashion and move onto their preferred activities. These can be working on an art project, reading a library book, etc. Once students learn that if they get to work right away, and do it correctly, they will be able to do something they like, they will be motivated to stay on task.

** Chapter 10: Proving Accountability ** It is not enough that students hand in completed work, they must hand in work that is done correctly. Jones recommends checking student work as they complete it, so they can encounter problems before the student has gone too far. He encourages teachers to create detailed master keys, with step-by-step answers, so they can quickly scan where a student has gone wrong, and address that step. He also recommends having students check their own work

Section 5: Building Classroom Structure

** Chapter 11: Succeeding from Day One ** Good classroom management begins from day one. Procedures, room arrangements, and rules must be stated as soon as the students enter the classroom.

** Chapter 12: Teaching Routines ** Teachers should practice routines and procedures with students for as long as it takes for them to get them right. Jones writes, "Research has repeatedly shown that teachers with the best run classrooms spend most of the first two weeks of the semester teaching their procedures and routines. Teachers who do not make this investment deal with the same behavior problems over and over all semester long. It is a case of: Pay me now, or pay me later. Do it right, or do it all year long." Jones also recommends reading Harry and Rosemary Wong's "The First Days of School".

Section 6: Learning to Mean Business 

** Chapter 13: Understanding Brat Behavior ** Jones states we must understand what causes brat behavior before we can work to eliminate it. He says in any given classroom a teacher will encounter students who come from a myriad of backgrounds, with some that are allowed to sleep late, watch TV for hours, etc. and it is now the teachers job to make them sit still and work. In order for this to work, teachers must be consistent. He writes, "Saying "no" to children and then giving them what they want if they act out builds brat behavior". This can include sending them to "time out" or the office because now the student has gotten out of doing their work.

** Chapter 14: Staying Calm: Our Emotions ** The first step in dealing with brat behavior is to remain calm. If a teacher goes with their gut reaction (an unavoidable human reaction that occurs in ALL people) they will act out of anger and not with rational thought. Thus, a teacher must learn to pause, breath, and relax, so they can remain calm in adverse situations. Jones states, "Calm is strength. Upset is weakness."

** Chapter 15: Being Consistent: Our Thoughts ** ** Teachers must remain consistent. If they allow a student to get away with poor behavior one time out of ten, the student knows if they are defiant enough, they might get their way. Jones writes, "You must have absolute clarity in your own mind as to where your behavioral boundaries lie. Without //mental// clarity you cannot have //behavioral// clarity." **

** Chapter 16: Setting Limits: Our Actions ** Students can easily read a teacher's body language to see if they truly "mean business". Therefore, a teacher's body movements and expressions must match their thoughts and intentions. Jones provides several tips for teachers, such as learning how to turn "in a regal fashion" and not breaking eye contact.

** Chapter 17: Following Through ** Just as students can read a teacher's body language, a teacher should be able to predict student behavior based on their body language. For example, "If the students intend to keep talking, their body language will usually give it all away. If the students are focused on the assignment, their body language will telegraph that, too." Teachers must anticipate and recognize all the subtle "tricks" students may employ to get away with bad behavior and nip them in the bud.

** Chapter 18: Eliminating Backtalk ** When a student backtalks, a teacher's first instinct is usually to say something right back to the student. Jones writes, "The cardinal error in dealing with backtalk is to speak. The student will play off of whatever you say in order to create a melodrama. If you keep your mouth shut in the short-term, backtalk will usually die out. In the long term you can do whatever you think is appropriate.

** Chapter 19: Dealing with the Unexpected ** Up until this chapter, Jones states, "In order to get a clear picture of the dialogue in body language between student and teacher, the flow of events in the classroom has been simplified. In real life, classroom life is unpredictable." Jones supplies a variety of techniques to use when dealing with difficult or explosive students, such as when a student screams, "Get out of my face!". His answer is: "In any surprise situation, the answer is always the same: Slow down, take two relaxing breaths and remember: when in doubt, do nothing.

Section 7: Producing Responsible Behavior 

** Chapter 20: Building Cooperation ** Teachers need cooperation from their students throughout the day and/or their lessons. They need students to: show up on time, walk as they enter their classroom, etc. To accomplish this, teachers need an incentive system. Jones' incentive system is called Responsibility Training.

** Chapter 21: Teaching Responsibility ** Teacher must begin by giving their students three gifts: "**PAT**: The first gift that the teacher will give is Preferred Activity Time (PAT). PAT does not change behavior. Rather, it sets the stage for the use of bonus PAT. Think of PAT as a "pump primer".   **Bonus PAT**: The second gift that the teacher gives is bonus PAT. Bonus PAT changes behavior when while empowering students. Bonus PAT is the heart of Responsibility Training.    **Structure for PAT**: the third gift that the teacher will give is structure for PAT. PAT is structured time, not free time. PAT is time that is structured for learning. Its objective is to make learning fun." By giving students the incentive of preferred activity time, they are more inclined to get complete their work quickly AND correctly. The preferred activity is an activity the student enjoys, but is still educational (such as playing a math video game). The students are responsible for getting their preferred activity time.

** Chapter 22: Turing problem Students Around ** Jones introduces that concept of "Omission Training", which he defines as, "The general name given to an incentive system that decreases the rate of behavior is Omission Training." He provides the example: "It would sound stupid if you tried: "I like the way you didn't just hit him."    The recipient of this compliment might well conclude that you were losing your mind.    You can, however, reinforce someone for not doing something for a given length of time. You could, for example, reinforce a student for going ten minutes without interrupting or for going twenty minutes without getting out of his or her seat or for going an entire class period without hitting." Jones believes that coupling Responsibility Training with Omission Training is a recipe for success, especially if the problem student's peers have a vested interest in the student's positive behavior. For example: "You could give a group a minute of bonus PAT if Larry (problem student) could go ten minutes without making an inappropriate remark. This gives the peer group a vested interest in supporting Larry's efforts and ignoring his provocations. Cheers usually erupt as the PAT is posted on the board. "

** Chapter 23: Initiating Preferred Activity Time ** PAT should be a fun learning activity a teacher would have used anyway, but the students won't know that! Jones provides the following example as a way a teacher can begin a lesson with a PAT incentive: "Class, before we start the day, I want to point out the art materials on the project table by the window. The art project will be your PAT this afternoon. As always, I have set aside twenty minutes at the end of the day. You know, however, that once you start a project like this, you always wish you had more time. Well, you can have more time. All of the bonus PAT that you earn today will be added to the art project." Jones says by doing this, you get "two for the price of one. You give students an enrichment activity to enjoy while getting motivation for free."

Section 8: Positive Classroom Management 

** Chapter 24: Dealing with Typical Classroom Crises ** It is cheaper and more effective for teacher to nip behavioral problems in the bud, before they escalate to the administration. Jones writes: "Once a student is sent to the office, management becomes expensive because it consumes the time of at least two professionals and often requires meetings and paperwork. It is far cheaper to nip the problem in the bud. But what, exactly, do you do when such a nasty problem first occurs in the classroom. Small backup response options provide strategies for nipping problems "in the bud". These responses are low-key and private. Yet they clearly communicate to the student that "enough is enough".     To do this, teachers must have a backup system in place. The "objective of the Backup System is to suppress the unacceptable behavior so that it does not reappear. This is done by raising the price of a behavior to a point where the student is no longer willing to pay for it. As you go up the Backup System, unfortunately, the program becomes more expensive for everyone involved. Certain of the milder consequences are under the teacher's control within the classroom. Common examples include keeping a student in from recess, talking to a student after class, or keeping a student after school. The remainder of consequences at the school site occur outside of the classroom where they are referred to as "The School Discipline Code".

** Chapter 25: Exploiting the Management System ** Jones states teachers, "tend to focus on the content of instruction rather than the process of instruction. Through engaging curriculum they hoped to overcome the propensity of students to goof off rather than work. But this picture of the interrelationship between discipline and instruction is too simplistic." He believes that by putting all his methods into place, working in concert, most classroom management issues will be eliminated or avoided without having to put the backup system in place.