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Instructional management by
Jacob Kounin
Anil raj
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Definition
Is the idea that classroom managementshould be done with and not
separate frominstruction.
It is a comprehensive comparison of effectiveand ineffective
classroom managers( JacobKounin, 1970)
He believes that teachers who demonstrateeffective instructional
behaviours usuallyhave better-behaved students.
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Key Concept- Teacher Behaviour
Withitness
Eye at theback
Overlapping
Ability todo manytask
Smoothness
Classroomrunning inan
organizedfashion.
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Satiation- teaching the same lesson for quiet long, studentsget
bored
Jerkiness lack of lesson smoothness avoid changingactivities or
bringing in unrelated topics
Overdwelling: dwells on
corrective behaviour/lesson
longer than needed
Fragmentation: splitting an
activity/behaviour into subparts
when it could be easily performed.
Slowdowns
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Group Focus
Keep all students actively participating in a lesson,
reducesmisbehaviour
The degree to which teacherattempts to involve students in
lesson, maintain their attention andkeep them ALERT(create
Suspense)Group Alerting
teacher is incharge of studentsresponsibility and accountable
fortheir task performance.
GroupAccountability
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Advantages
Helps teacher to create withitness image
Handle situational discipline issues
Easy to apply and practical ideas
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Disadvantages
Students do not take personal responsibilities fortheir
behaviour
Students does not learn a lesson from the use ofdesist
Does not provide strategies to deal with seriousproblems
Little safe school movement awareness
Desist- resulted in less-relaxed students andreduced the
feelings of teacher likeability andhelpfulness .
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Practicality in Local ESL Classroom
Usage of Desist is not applied by all teachers
Overlapping does not occur when highproficiency students
finishes their work earlier
Group Focus: teacher does not give suitablegroup work and
monitors them
Having additional activities ( reinforcement &
enrichment activities) is not applied in mostof the
classrooms.
No consistency in applying the theory
