Frederick H. Jones is the creator of the Classroom Management Training Program, in which he recommends procedures for improving teacher effectiveness. The program emphasizes student motivation and, of course, classroom behavior (Allen, 1996). One of the key elements of Jones’s plan is to use effective body language, or limit setting acts. The following is a list of so-called limit setting acts or postures that a teacher may use to encourage a student to desist undesirable behavior:

• Eye Contact, composed face
• Proximity
• Calming gestures
• Place hand on students desk or book
• Open student’s book and point to work to be started
• Point to posted rule
• Circling student while continuing instruction
• The "Stare"
• Silence ( then continuing with a gesture once student has looked up)

(Allen, 1996)

Jones maintains that most off-task behavior, which inhibits learning and disrupts the flow of classroom instruction, can be prevented by using non-verbal cues. If used successfully, there will be minimum interference to the lesson being taught, and the offending student will be back on-task.

One of the advantages to the Jones model is that it relies on non-verbal cues to redirect the off-task student’s attention. I have found that using some of the Jones limit setting acts do have positive results, particularly during seatwork. The correcting act does not unnecessarily put the focus on the student, so the reinforcing attention from peers is kept to a minimum. Since the student already understands that the behavior is not acceptable, usually proximity or eye contact is all that is needed to re-direct. If more correcting is needed, using calm, slow, but deliberate gestures in proximity, such as leaning over student, putting both hands on the student’s desk and staring directly at the student can be effective in making the student squirm with embarrassment.

One of the disadvantages is that it often requires, particularly during lecture, to stop the flow of instruction and focus all of one’s attention on the offending student. This may be precisely the time when Jones’s model does not work as well, and may sometimes have the undesired effect of gaining peer support. Some students will misbehave out of a need for attention. By stopping the instruction and directing all attention on the offending student, as Jones recommends, the teacher may be unwittingly providing the reinforcement that the student needs. In this case, less obtrusive non-verbal cues (such as proximity, and eye contact) are to be used. If this is not successful, verbal redirection and a warning may be more effective, to let the student know that you are implementing more stringent consequences (which the student should also be aware of).

Jones’s model works very effectively with minor, off-task behavior. Most students will respond quickly and desist their behavior, and get back on task. However, it may have little or no effect on more serious disruptive behavior, such as insubordination, violence, truancies, or confrontational posturing. These behaviors are beyond the scope of the Jones model, and need to be dealt with by other means.

Allen, Thomas H. 1996. Developing a Discipline Plan for You. Retrieved from the World Wide Web 11/11/01.

http://www.humboldt.edu/~tha1/discip-options.html