Wong doesn’t have a discipline plan in his ideas, but he encourages teachers to set one up that works for them and their students. Jones on the other hand believes that the teacher needs to establish that he or she means business and utilize body language to show it and to maintain class control. Wong seems to focus on having a set of procedures for all aspects of the school day in place and making sure that the students practice them enough for it to become second nature for them to follow the procedures. Jones places more emphasis on self-responsibility for classroom management, but encourages student compliance with individual and group incentives. Jones use of body language, incentives, and classroom arrangement could be combined with Wong’s lists of procedures to better manage the classroom.
Both Jones and Wong stress the importance of the first day of school, the first two weeks, and the first five minutes of class. They both believe that students should come in and start working on school work immediately with the use of some sort of short assignment. In addition, both believe that teaching needs to engage the students. Jones calls his means of this “Say-See-Do” instruction. The teacher tells the students about the subject, shows them, and then has the students do it. Wong believes that students learn better from an “activity-question” approach. Wong also believes that assignments should be short to enhance student achievement.
I like both of these theorists’ ideas and it seems that either approach would be successful in practice. Taking bits and pieces from each and combining them could make a more powerful classroom management system.
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