THEORIES OF INSTRUCTIONAL MANAGEMENT (JACOB KOUNIN) BUILDING THE FOUNDATION (SKINNER, GLASSER, GORDON)

THEORIES OF INSTRUCTIONAL MANAGEMENT (JACOB KOUNIN)

BUILDING THE FOUNDATION (SKINNER, GLASSER, GORDON)RUBATARSHNE D/O VASUAMIRAH NAJIHAH BT ABDUL AZISMOHD AFIF AZRI B. AHMAD

CONTENT

DEFINITIONS

DEFINITIONS

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APPROACHES & STRATEGIES

The business of running a classroom is a complicated technology having to do with developing a non-satiating learning program; programming for progress, challenge, and variety in learning activities; initiating and maintaining movement in classroom tasks with smoothness and momentum; coping with more than one event simultaneously; observing and emitting feedback for many different events; direction and actions at appropriate targets; maintaining focus upon a group; and doubtless other techniques not measured in these researches(Jacob Kounin)

TechniquesDefinition Examples Ripple EffectBy correcting the misbehaviour of one student it can positively influence the behaviour of another students. Teacher gives encouragement or reprimands can continue or stop students' behavior.

DesistsEfforts to stop a misbehaviour.Be ensure that desists are spoken clearly and can be understood.The corrected misbehave student will ripples to other students, causing them to behave betterWithitness Awareness of what is going on in all parts of the classroom. Teachers have eyes on the back of their heads! - Students less likely to misbehave.

OverlappingAbility to attend to two or more issues / students at the same time.Teacher monitor students behavior at the same time continue teaching process.

Transition smoothnessTeachers management of various activities throughout the dayTeachers must be well prepared Appropriate pace and progression through a lessonAt a consistent flow

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TechniquesDefinitionSolutionsSatiationOccurs when a teacher teaches the same lesson for so long and students get tired of the topicOffering challenges throughout the lessonAdd variety activities to lesson.JerkinessLack of lesson smoothness and momentum.To avoid this situation, a teacher should maintain the focus of the learning topics.Do not ask questions that are not related to the topic the lesson.Stimulus bound It is a situation where a teacher has the students engaged in a lesson and something else attracts the teachers attention.When this happen, the teacher is stimulus bound.A teacher needs to recognize and make a genuine commitment towards the lesson.Thrust According to Kounin (1970), a thrust consist of a teachers sudden bursting in on students activities with an order, statement, or question without looking for or being sensitive to the groups readiness.Teachers should consider the suitable time for him or her to thrusting in.

Techinques DefinitionSolutionDangleOccurs when a teacher starts an activity and then leaves it hanging in mid air by beginning another activity and later resume the original activity.Teachers need to focus and stay on track for the lesson to be smooth in instructional momentum.

TruncationSimilar to dangle but the teacher doesnt resume the original activityTeachers need to alert and stay focus on what has been taught.

Flip-flopsOccurs only at transitional points, such as when the teacher terminates one activity and begins another and then reverts to the first activityCan cause confusion among students.Realizing the importance of smoothness and momentum in order to become good instructional management teachers.

Slow-downTwo types of slowdowns:i) Over dwelling ii) fragmentation

Over dwelling a situation when a teacher dwells on corrective behaviour longer than needed most students understanding & interest(Kounin,1970)

Fragmentation happens when a teacher breaks down an activity into subparts.

The ideal of behaviourism is to eliminate coercion: to apply controls by changing the environment in such a way as to reinforce the kind of behaviour that benefits everyone.(B.f Skinner)

STRATEGIES OF THE THEORY1. Operant conditioning2. Reinforcement stimulusBehavior that act on the surrounding environment to produce consequences2 categories :Constant reinforcemenii. Intermittent reinforcement

We almost always have choices, and the better the choice, the more we will be in control of our lives.(William Glasser)

THE CHOICE THEORYStudents behaviour is determined by students choice not teachers controlWe are driven to satisfy basic needs: survival, love, belonging, power, freedom and funTo replace external control psychology

"Punitive discipline is by definition need-depriving as opposed to need-satisfying." (T. Gordon)

STRATEGIES OF THE THEORYDeveloping meaning and mutually beneficial relationshipsOpen and honest communication can help to find solutionBoth parties should agree with the solution madeUse behavior window to recognize problem related to classroom instruction and determine ownership of the problem

Students behaviour is causing a problem for student only Student owns the problemStudents behaviour is not causing a problem for either student teacherNo problem existStudents behaviour is causing a problem for the teacherTeacher owns the problem.

PROBLEM OWNERSHIP

STRENGTHS AND WEAKNESSES

Jacob Kounin

Bf. Skinner

GLASSER

GORDON

StrengthsWeaknessesGives strategies for teachers to give students control over their own behavior.Gordons model of classroom management has the potential to make a lot of teachers very permissive.

Helps to identify ones feelings (active listening & i-message)I-messages can create an opposite reaction than they are intended.

Allows the teacher to correct and confront the students misbehavior without affecting the students feelingChildren may become uncontrollable without teachers guidance (self-regulation)

Provides a win-win situation for teacher and studentGordon focuses mainly on resolving conflict after it arises.

Disciplines the students without hurting and threatening them emotionally and physicallyNo-punishment concept may lead the students to feel more free to misbehave (every child is different)

Practicality of theories in ESL classroom

PROBLEMSiti was not paying attention in the class. She always disturbed her friends and loved to play around in the class.

Teacher managed that behavioral problem by punishing her. She was asked to go in front of the class and recited a poem aloud. The other students who make a lot of noises in the class tend to behave well because they did not want to be punished by the teacher.RIPPLE-EFFECTJacob Kounin

Ajrul in Mr Lims class is quite passive and obedient. He never create a fuss and does little socializing with his peers. However, he rarely participate in class activities and doesnt care about completing homework and exercises given. He just follow the flow of the class and doesnt show any effort to improve himself.When Ajrul is being good by doing anything that is appropriate, reward him whenever he participates or worksReiterate the class rules regarding class work. Praise Ajrul whenever he follows the rule or active in the class.Consider stronger reinforces. If praise is ineffective, use points, tokens, or other tangible to reinforce and shape Ajruls improvement.Set up an agreement with Ajrul. Identify a reward that is exceptionally attractive to him. Outline what he must do in order to earn the reward.

Bf. Skinner

Teacher enters the class and conduct teaching. While teaching, there are a group of pupils misbehave and interrupts the learning process.Teacher asks them in a friendly tone to state what they had done and to evaluate the effect of their actions had on themselves, their classmates and teacher. They are further asked to identify and commit themselves to subsequent behaviour that will be more appropriateGLASSER

Teacher saw Renuka enter the room one day, she could sense the girl's anger and frustration. When the teacher questioned Renuka, the young woman responded: "Nothing's wrong and I don't want to talk about it." The teacher replied, "OK, but if you feel you need an ear, I have a free period later today." That afternoon, Renuka did share her feelings and the teacher was able to help Renuka find a way to solve her problem.GORDON

State whether the theories appeal to you and provide reasons

JACOB KOUNINSKINNERGLASSERGORDONYes, because Jacob Kounin focuses on the ways of how the teacher manages the class and this is the first way to take control over the class.

We agree that classroom management should start from the teacher and not only blaming on the pupils negative behavior.No, if the teacher uses behaviour modification as the primary approach to discipline.

We agree that it was little more than bribing students to behave properly.

Yes, Help students see what behaviour they can control and make plans to reach attainable goals

Teacher canchoose behaviours that will help students meet their needs more effectively in the futureYes, Problem solving is a process that should be taught and practiced in all classrooms

By helping children find their own solutions to problems, it will foster more independence, more control over their own destiny, and higher self-esteem.

This is because if the lesson plan is perfect, it does not mean that the pupils will learn from it if the teacher fails to control the class.

Teacher must have an awareness in his classroom and by using effective lesson management techniques.However, if teachers do not use reinforcement as an approach to discipline, they still can make use of rewards such as praise and approval to motivate and support students.Pupils are more motivated and confident when they feel they have more control over their environment (self-controlled)

Mutual respect and trust relationship are build Administrators and teachers can concentrate more on education and less on discipline.Teachers will make schooling far more interesting, prevent disciplinary problems, and foster higher achievement motivation

CONCLUSIONIn conclusion, the theory proposed by each theory is very effective in promoting a conducive atmosphere to learning. The strategies suggested are very helpful in dealing with the students misbehaviors. However, the teacher should be aware that each student is different, thus the teacher needs to modify or improves the techniques to make it compatible with the students