209085062 Theory of Instructional Management by Jacob Kounin

8/19/2019 209085062 Theory of Instructional Management by Jacob Kounin

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Theory of InstructionalManagement by JacobKounin

Presented by:

Aderlin Chung Kim Yuk,

eatrice arnabas !ernadette Mening Jau

PI"MP I # Jan $%#$


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Theory ofInstructional

Management by Jacob

Kounin

riefdescri&tion

of JacobKounin

Key conce&ts

Ad'antagesand

disad'antages

Practicalityof the theory

Conclusion


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Jacob Kounin(s iogra&hy• kno)n as classroom management theorist*

• According to Kounin+s ideas and &rinci&les, one shouldbe able to manage a classroom by utiliing skills )ithin

disci&line and instruction as one*


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Kounin(s model belie'es that teachers a-ect

learners( beha'iours &ositi'ely and negati'ely*

'er' e) oInstructional

Management Philoso&hy

Minimiebeha'iour&roblems

Maintaininstructionalmomentum

Conduci'een'ironment for

learning andbeha'iour

Kee& studentsfocus on

learning task

Clear transitionsbet)een acti'ities

Teacher/centeredand

&re'ention/based


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Teacher

eha'iours

Mo'ementManagement

0rou& focus

Key Conce&ts

• desists• o'erla&&ing

• )ithitness• ri&&le e-ect

• 1erkiness• stimulus bound•fragmentation•dangles

• truncation•2i&/2o&•slo)do)ns•o'erd)elling

•thrust

• grou& alerting•accountability

• satiation


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Teacher eha'iours

3ithitness

4esists

5i&&le e-ect.'erla&&ing

"atiation

Momentum


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Defnition:

A word to describe that teacher always knows what is

going on within his/her classroom.

67am&le: a)are of e'ents, acti'ities and students’ behaviour.

can tell )hether beha'iours contribute to8take a)ay fromlearning situations

#* 3ithitness


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Characteristi

cs of9)ithitteachers

&re'entminor

disru&tionsfrom

becoming

ma1or*

kno) )ho

theinstigator

is in a&roblem

5eact

a&&ro&riately

don(tmaketarget

errors*

4on(tmake

timingerrors

Can handlemore than

one situationat a time

" i 6


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scanning the class fre;uently

establishing eye contact )ith indi'idual&u&ils

ha'ing eyes at the back of your head*

"trategies to 6nsure6-ecti'eness of

)ithitness


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Practical A&&lication of3ithitness in 6"<

classroomDuring discussion:/ listens to students( ans)er/ )atches for signs of com&rehension

8confusion/ formulates the ne7t ;uestion/ scan class for &ossible misbeha'iours*

During instruction:/ has all needed materials/ Is )ell &re&ared


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While helping students withproblem:

-=andle disru&tions/ Monitor the rest of the class-Ackno)ledge other re;uests forassistance-Kee& track of time

Practical A&&lication of3ithitness in 6"<

classroom


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Defnitions:

attempts to stop a misbehaviour.

$* 4esists

"t t i t 6


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6nsure desists are s&oken clearly

4esists are understood

>se clarity instead of ?rmness androughness

"trategies to 6nsure6-ecti'eness of

4esists

Ad t d


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Advantages andDrawbacks oDesists

Advantages

=a'e the &otential ofri&&le e-ect*

"to& themisbeha'iourimmediately*

Drawbacks

5esulted in less/rela7edstudents*

5educed feelings ofteacher hel&fulness and

likeability*


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A student who uses other languages during an

English lesson, is heard by the teacher. The

teacher reprimands and warns the students tostop using other languages besides English.

Example desists: “Gordon, I’m going to send youout o this class i you continue

using !andarin".

rac ca && ca onsof 4esists in 6"<

classroom


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4isci&line directed to one student

a-ects the beha'iour of others*

D* 5i&&le e-ect


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trategy o the use o !ipple"#ect in the classroom by

$acob %ounin

#ounin told a student to stop reading newspaper

and to pay attention to the lecture. $hile #ouninonly told this one student to get on tas%, otherstudents who were not on tas% suddenly put awaywhat they were doing and started listening to the

lecture.


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&ractical Applications o!ipple "#ect in "'

(lassroom

The teacher reprimanded and

warned the student who use!andarin during an Englishlesson. The other students whoare not using English will also

get the impact rom thatparticular student and start touse English.


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Defnitions:

handling t)o or more acti'ities or grou&s at one time, anda'oiding ?7ating on one e'ent at the e7&ense of all otherclassroom acti'ities @5eid, $%%*

Ability to attend to t)o issues at the same time @Pryde,$%#%*

E multitasking

Kounin found that teachers )ho can o'erla& are able todemonstrates )ithitness better*

F* .'erla&&ing


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i a teacher is conducting small group assignments, and a

pair is o tas%, a teacher may address them rom adistance while still conducting the acti&ity. '“The #ounin!odel," ())*+.

Practical A&&lication of.'erla&&ing in 6"<

Classroom


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.ccurs )hen a teacher teaches the same

lesson for so long that the students gro) tired

of the to&ic*

G* "atiation

Too muchin&ut

Huality of )orkdecreases

umber ofmistakesincreases

Acti'ity is notan intellectual

challenge

Teacher andstudents do the

same thing o'er ando'er


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trategie

s to stopsatiation

"ho)enthusiasm for the

to&ic

Make&ositi'e

statementabout theacti'ity

Carry outacti'ity thathas a s&ecial

intellectualchallenge

9read theclass to

check for

signs ofsatiation

6nrichmentacti'ities

Ask =.T;uestions

Changeteaching

techni;ues 8

acti'ities


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Practical A&&lications

in 6"< Classroom 3hen teaching language skills, to a'oid

students getting bored or uninterested, the

teacher should gi'e assignments and tasksthat &ro'ide the students )ith a feeling of&rogress or accom&lishment )hen com&letingthe assigned )ork*

Kounin also stresses the im&ortance ofcreating a di'erse curriculum, as )ell as achange in learning en'ironment e'ery no)and then*


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keeping the lesson moving briskly) re*uiring

the teacher to plan e#ectively to avoid slow

downs*

y minimiing delays and interru&tions, students )illnot lose interest and misbeha'e*

Kounin belie'es that teachers should not lecture for along &eriod of time to allo) students to gainkno)ledge trough classroom acti'ities andma7imiing their allotted time*

* Momentum


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67am&le of ho) toMaintain Instructional

Momentum#* making lessons short so students ha'e

time to )ork )ith other students ingrou&s, )hich )ill let students

elaborate on a certain sub1ect and gainkno)ledge from other student+sconnections*

$* Kee& a folder to ?ll/in acti'ities if alesson takes less time than&lanned* e sure to includeacti'ities of 'arious lengths and fora 'ariety of ability le'els*


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Mo'ementManagement

&acing and the ebb and +ow o instruction areimportant in the presentation o a lesson and themaintenance o appropriate student behaviour in

the classroom.


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Mo'ementManagement

Jerkiness

"timulus ound

.'erla&&ing

4angle

Truncation

li&/lo&

ragmentation

Thrust


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Jerkiness

5efers to the lack o lesson smoothnessand momentum.

or e7am&le, a teacher s)itch from one to&icto another to&ic )ithout suLciently notifyingthe students*


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"timulus ound

3hen a teacher has the students engaged in alesson and something else attracts the

teacher’s attention) that teacher is stimulusbound*


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,or e-ample) while teaching) theteacher noticed that someone outsidethe classroom is called by the

headmaster and they talked. heteacher distracted rom the lesson inthe class and making the students torealie that the teacher is being

distracted. o students started to moverom their seats to see what is going onoutside.


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.'erd)elling

The teacher dwells on an issue andengages in a stream of talk that clearly lasts

longer than the time needed for students+understanding*

or e7am&le, a teacher is correcting rian(s

beha'iour for thro)ing &a&er to)ards hisfriends during his lesson* The teacher thengoes on to correcting other student(s beha'ior*


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.'erla&&ing

3hat teachers do )hen they ha'e t)o mattersto deal )ith at the same time*

"imilar )ith the idea of multitasking.


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4angles

A dangle occurs )hen a teacher starts anactivity and then leaves it 0hanging in

midair0 by beginning another acti'ity* The teacher might resume the original acti'ity*


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Truncation

The teacher engages in a dangle, yet ails toresume the original) dropped activity.

Might be described as a longer/lasting dangle*


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Dangles runcations

The students had 1ustcom&leted reading a storyin their reading circle* Asthe teacher got u& and)alked to)ard the board,

she said something like,


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li&/lo&s

The teacher is engaged in one activity andthen returns to a previous activity that

the students thought they had ?nished*


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A teacher says, Allright, let+s

e'erybody &ut a)ayyour s&elling &a&ers

and take yourmathematics( book

The students &uttheir s&elling &a&ers

in their desk and,after most of the

students ha'egotten out their

mathematics+ book,the teacher asks,


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ragmentation

The teacher engages in a type o slowdownOthat is, the teacher breaks do)n an acti'ity

into sub&arts that could be taught as a singleunit*


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,or e-ample) the teacher tells eachmember o group to do somethingindividually that could be perormed

by the group as a whole. 1n this

instance) students have to wait ortheir turn and) while waiting) mightbegin to talk and engage in other

misbehaviours.


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Thrust

A thrust consists of a teacher2s sudden0bursting in0 on students2 activities )ith

an order, statement, or ;uestion )ithoutlooking for or being sensiti'e to the grou&+sreadiness to recei'e the message*


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0rou& ocus

• 0rou& alerting

• 0rou& accountability


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0rou& focus

4e?nition:

The teacher )ho uses a&&ro&riate

instructional strategies and acti'ities cankeep the students ocused on the lesson and can minimie behaviour problems.@Kounin, #B%


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According to Kounin, this refers to

the degree )hich a teacherattem&ts to in'ol'e all learners ina learning tasks and maintain theirattention*

0rou& alerting


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Teachers hold the students

accountable and res&onsible oftheir task &erformances*

0rou& accountability


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0rou& focus

3roupalerting

&ositi'e

teacher creates9sus&ense to

the )hole class*

negati'e

students focustheir attentionto one student

instead of agrou&

3roupaccountabilit

y


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"trategy for grou&

alerting4. &ositive:

Teacher )ill kee& the students in sus&ense

regarding )ho )ill be called ne7t by notcalling on names )hen asking a ;uestion*

4esigning a ?le card )ith student(s name)ritten on it* "hue the card fre;uently*

Pull the card from the stack to decide)hich student )ill ans)er the ;uestion*


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"trategy for grou&alerting

$* 5egative:

Teacher &uts the names before a;uestion*

or e7am&le: 9


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"trategy for grou&accountability

Teacher uses record/kee&ing de'icessuch as checklists and task cards tokno) )hat the students are doing*


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Advantages and

Disadvantageso %ounin’s

1nstructional 6anagement


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Advantages

=el&ing teachers create )ithitnessimage in the classroom*

Teacher detects ina&&ro&riatebeha'iours early and accurately*

@Kounin, #B%

Teacher attem&ts to in'ol'e alllearners in learning tasks

=el&s teachers handle disci&line&roblems in the classroom*

Teacher maintains students(attention


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Disadvantages

"tudents donot

necessarilytake

&ersonal

res&onsibilityfor theirbeha'iours*

"tudents do not learna lesson from the useof 46"I"T because the

desists are used tosto& beha'iours

immediately rather

than to teach a morea&&ro&riate )ay tobeha'e

5esulted in less/

rela7ed students andreduced feelings ofteacher hel&fulness

and likability*@Kounin, #B%

"tudents inmiddle andsecondary

schoolmight not

be a-ectedby Kounin(s

ri&&lee-ect, butstudents inelementary

schooldoes*

This modeldoes not

address theissue ofteaching

learners to

disci&linethemsel'es*


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Thistheory is

a&&eal tobe used

becauseQ

this e-ecti'einstructional

management kee&students focused on

learning*

this modelcontributes toim&ro'e and

minimiestudents(

misbeha'iour*

it challenges teachersto de'elo& s&eci?c

instructional skills to&re'ent misbeha'iour

this theory does not

a-ect thesmoothness of the

lesson


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5eferences

A&&roaches to Classroom Mangement* @$%#%* 5etrie'ed January $#, $%#F,fromhtt&:88)))*sage&ub*com8mooreteachingkR8study8cha&ter8e7tensions8BFGGFS%Dee#*doc

Kounin, J* "* @#B%* 4isci&line and grou& management in classrooms* e) York, Y: =olt, 5inehart ! 3inston

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209085062 Theory of Instructional Management by Jacob Kounin