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Jacob S. Kounin. Classroom Management Techniques. Who is Kounin?. Kounin is a classroom behaviourist theorist Best known for his two studies done in 1970 He wrote the book, "Discipline and Group Management in Classrooms"

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jacob s kounin

Jacob S. Kounin

Classroom Management Techniques

who is kounin
Who is Kounin?
  • Kounin is a classroom behaviourist theorist
  • Best known for his two studies done in 1970
  • He wrote the book, "Discipline and Group Management in Classrooms"
  • Kounin worked to combine both discipline and learning in the classroom
  • Kounin believed that organization and planning are key to engaging students
  • This relationship is characterized by proactive teacher behaviour along with student involvement in learning
rationale
Rationale
  • Focuses on preventative discipline: using techniques and strategies to prevent misbehaviours from occurring.
case study
Case Study:
  • Give suggestions of what proactive discipline is
  • Examples of proactive discipline (what does it look like in the classroom?)
achieving classroom management through preventative discipline
Achieving Classroom Management Through Preventative Discipline

Key Ideas:

  • Ripple Effect
  • “Withitness”
  • Overlapping
  • Movement Management
    • Smoothness
    • Momentum
    • Group Focus and Accountability
strategy 1 ripple effect
Strategy 1: Ripple Effect
  • By correcting the misbehaviour of one student it can positively influence the behaviour of another
strategy 2 withitness
Strategy 2: ‘Withitness’
  • Awareness of what is going on in all parts of the classroom
    • Teachers have eyes on the back of their heads!
  • Classroom layout benefits the teachers ability to see all students at all times
strategy 3 overlapping
Strategy 3: Overlapping
  • When teachers can effectively tend to two or more events simultaneously
  • Students are more likely to stay on task if they know that the teacher is aware of what they are doing (body language)
strategy 4 movement management
Strategy 4: Movement Management
  • Smoothness:
    • Smooth transitions between activities
  • Momentum:
    • Appropriate pace and progression through a lesson
  • Group Focus and Accountability:
    • Keep the whole class involved and interested
when managing the classroom try to avoid
When Managing the Classroom, Try to AVOID
  • Dangling:
    • Teacher leaves a topic and introduces new, unrelated material
  • Flip-flop:
    • like dangling, except that the teacher inserts left-over materials from a previous lesson
avoid
Avoid…
  • Thrust:
    • teacher forgets to give clear instructions at the appropriate time of a lesson.
    • Teacher must then re-explain the instructions to each student on an individual level
  • Stimulus-bound:
    • Teacher is distracted by an outside stimulus and draws the class’s attention to it
classroom applications
Classroom Applications
  • Be aware of what is happening around the classroom.
  • Intervene before misbehaviours escalate.
  • Use routines, explanations and smooth transitions to gain the attention of the students.
  • Keep all students involved through constant supervision and accountability.
  • Reduce off task behaviour and boredom by creating challenges, extending tasks, providing progress and adding variety.
  • Be able to attend to more than one event at the same time.

Note: Classroom management is most effective when these applications are applied at the beginning of the school year.

references
References

Kounin 1970

http://www.educ.uvic.ca/epls/faculty/rowles/kounin1.htm

Jacob Kounin

http://scied.gsu.edu/Hassard/mos/10.2.html

Kounin, Jacob from WikEd

http://wik.ed.uiuc.edu/index.php/Kounin,_Jacob

Learning Environment Article from The Premiere Website for Health and Physical

Education http://www.pecentral.org/climate/april99article.html

Maine Education Association

http://www.maine.nea.org/index.htm

The Kounin Model from Approaches to Discipline

http://www.solwebs.net/sgfl/teaching/discplan/koun1.htm

West Dunbartonshire Council

http://www.wdcweb.info/home/