Research by Jacob Kounin, who was inspired by William Glasser, found that the difference between teachers is not how they deal with misconduct, but how they prevent it in the first place. His conclusion listed four factors that underlie classroom management success. Teachers should let students know that they have the full view of the classroom, and as soon as the teacher spots misbehavior, the teacher indicates visually with facial expression to the student that he or she has seen the misbehavior. This is usually enough to stop the behavior without the rest of the class being aware. Although such a look is enough in many cases, some cases will require more action than that, with the teacher addressing the situation with everyone who was involved in the misconduct.

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We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you! Published by Kennedy Wiswell Modified over 5 years ago. Research was based on video tapes on 80 elementary school classrooms.

Teachers need good lesson movement. The relationship between effective management and effective teaching is maintained through withitness, overlapping, momentum, smoothness and group focus. Ability the teacher has to know what the students are doing in the classroom at all times. Overlapping is closely related to withitness, without one effectiveness would be reduced.

When instructing one group, the teacher should be able to acknowledge difficulties that students outside the group are having in such a way that instruction continues. Ability to have steady movement throughout a lesson.

The teacher knows what is going to happen next but needs to be prepared for unexpected changes that could occur throughout the day. Is done by letting students know what is going to happen next in class and sticking to it example: agenda for the day is on the front board for students to see and is followed by the teacher.

Transitioning from one activity to another without disruptions. He cannot seem to focus on one activity till he knows what is coming next. Using smoothness, what could you do as a teacher to prevent Brad from yelling out? Encouraging Accountability: Communicating to students that their participation will be observed or evaluated.

Jack work on? Move around the room and asking students to show you what they have done For students with special needs, group alerting can help to make the lesson more interesting to them.

An example: for a child that has trouble seeing, using different sounds music in the lesson can keep them more interested. This needs to be considered by teachers when planning. Calling on Sara when she is paying attention may encourage her to pay attention all of the time. Withitness: teacher should have Sara in sight by placing her desk on an area that is visible from all areas in the classroom. Encouraging accountability may work with Sara. Making sure she is reminded about what is expected my help her not to become distracted so easily.

Teacher should ensure that lessons keep the interest of the students. What do you think? For example: Withitness, smoothness etc. Suggestions for Principals M. Ann Levett, Ed. Classroom Management Chapter Why is classroom management important? Effective classroom management correlates with high achievement. It increases. Milanovich, Ed. Randal A. Lutz Baldwin-Whitehall School District. Similar presentations.

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Instructional Management Kounin

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Jacob Kounin-Instructional Management Theory

ABOUT KOUNIN Founder of the theory An educational theorist Best-known work was done in the s, where he conducted two major case studies Testing his theories over twenty years of work Analyzed thousands of hours of tapes of classes on a variety of grade levels and in a variety of neighborhoods and communities. Teachers who use effective instructional management keep their students focused on learning tasks and minimize behavior problems. Ripple Effect By correcting the misbehaviour of one student it can positively influence the behaviour of another students. Movement Management Transitions: - Keeping lessons moving with avoiding abrupt changes. Smoothness: Smooth transitions between activities. Avoid going off topic. Momentum: Appropriate pace and progression through a lesson At a consistent flow Teachers must be well prepared.

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