Jones Model Of Student Behaviour In The Classroom

Managing classroom behaviour is essential in student learning, by creating and maintaining a supportive and safe learning environment. Theorist over time have developed models of behaviour management to enhance student learning, each teacher are to develop their own philosophy for managing behaviour in the classroom, to meet the Australian Professional Standards for Teachers. The models of behaviour management will differ between how effective they are depending on the make up of the class, it’s up to the teacher to effectively use a variety of different models in order to manage student behaviour. This paper will discuss and analyse the effectiveness of the cognitive behavioural model, Jones theory and Kounin’s theory. Teachers should incorporate
90% of effective teaching and behavioural management comes from body language of the teacher (Martella et al., 2012). It’s important to do the following: have close proximity to students, strong body presence (stand straight), make eye contact, facial expressions (appropriate), and using gestures such as thumbs up to suggest satisfaction with behaviour, or a palm up to indicate the student to stop (Martella et al., 2012). It’s key when adopting this model, to approach students behaviour in a controlled and calm state. Organising the classroom with rules and routines, seating arrangement helps teachers using this model to keep teacher intervention to a minimum (Martella et al., 2012). Konza et al., (2001) states that, Jones claimed teachers tend to spend twice as long as they intended to spend with the student. Teachers that are effective and efficient when helping their students, showed they had less disruptions. By organised seating arrangement with help teachers being more efficient. If students misbehave, the teacher should try using warnings. It’s important to remember to stay calm, relaxed and make eye contact when talking/giving warnings to the student (Martella et al., 2012). Jones suggests if the warnings fail to work, the teacher may use the technique of “pull a card.” This involves displaying a card out of a box, it’s important the card is in
Kounin believes with higher levels of engagement, leads to less disruption and behaviour problems (Konza et al., 2001). The 5 key concepts teachers should use from the Kounin model are; The ripple effect, Withitness, Movement management, Group management, and Avoiding satiation (Konza et al., 2001). The ripple affect is the way a teacher corrects another student, which influences the behaviour of other students. Withitness is the effectiveness of the teachers ability to be able to know what is going on within the whole classroom. (Martella et al., 2012). Konza et al., (2001) stated that, kounin believed students are affected by teachers who can identified where the exact disturbance is coming from, rather there being a disturbance in general. Also having the ability to respond to two issues at once rather than one, and knowing when to respond to serious issues rather than minor ones (Konza et al., 2001). Kounin believed the most important and effective classroom management technique was the ability to manage smooth transition and appropriate momentum (Konza et al., 2001). Lesson pacing, helps so students are not overwhelmed or bored, also transitions to help increase academic engaged time. Konza et al., (2001) states, that group management needs to be organised an facilitated, this means each member of the group needs to contribute, each member is accountable. The