jacob kounin-instructional management theory

THEORIES OF INSTRUCTIONAL MANAGEMENT

PISMP 5.08Wan Nur Amalina Wan Mansor

Fuzilla Ayub Salwa Wahidan

Nur Asyiqin Mohd Razli

JACOB KOUNIN

ABOUT KOUNIN

• Founder of the theory• An educational theorist• Best-known work was done in the 1970s,

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

JACOB KOUNIN’S

INTEGRATION OF TEACHING AND DISCIPLINE IN THE CLASROOM

JACOB KOUNIN

Preventative discipline Instructional management

Classroom management

Focuses on

PREVENTATIVE DISCIPLINE

• Techniques and strategies designed to prevent the occurrence of discipline problems

• Example : Kounin’s Model of

Discipline = provide with effective

lesson management = demonstrate effective

classroom behavior

INSTRUCTIONAL MANAGEMENT

• The basis of the model is :

for teachers to be organized, prepared, and use proactive behavioral management

high student involvement

leading to a more effective classroom

minimizing disruptive behavior

THEORIES OF INSTRUCTIONAL MANAGEMENT

JACOB KOUNIN

INSTRUCTIONAL MANAGEMENT

• Focused on a teacher’s ability to affect students behavior through instructional management

• Incorporated both the instructional and disciplinary aspects of the classroom together.

• Teachers who use effective instructional management keep their students focused on learning tasks and minimize behavior problems.

KEY CONCEPTS OF KOUNIN’S MODEL OF DISCIPLINE

Ripple effect Withitness

Movement management Momentum Smoothness Transitions Maintaining group focus

Satiation

Overlapping

Ripple Effect

By correcting the misbehaviour of one student it can positively influence the behaviour of another students.

E.g. : Teacher gives

encouragement or reprimands can continue or stop students' behavior.

Withitness

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.

Overlapping

Ability to attend to two or more issues / students at the same time.

- Has the ability to multitask.

- Students are more likely to stay on task if they know that the teacher is aware of what they are doing.

e.g. : Teacher monitor students behavior at the same time continue teaching process.

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.

Maintaining Group Focus: Students are prepared for the content of the

lesson. Keep the whole class involved and interest. maintain group alertness

SatiationBeing satisfied and unable

to take on more• Students start to get

bored. Solutions :

Offering challenges throughout the lesson

Being enthusiasticAdding variety to the

lesson

INSTRUCTIONAL MANAGEMENT THEORY

STRENGTHS AND WEAKNESSES

STRENGTHS• Teacher affects the students’ behavior

positively and negatively

• Behavior problems are reduced to a minimum

• Smooth teaching and learning processes

• Create a positive classroom environment

WEAKNESSES

• Overdwelling

• Overlapping loses effectiveness when withitness is overlooked

• It is almost impossible for a teacher to know everything that is happening in the class at all time

• Teacher can lose control over a destructive students

Dealing with destructive behavior students

THE PRACTICALITY OF INSTRUCTIONAL

MANAGEMENT THEORY IN LOCAL PRIMARY ESL

CLASSROOM

IMPLEMENTATION OF KOUNIN’S THEORY

• The Instructional Management theory is implemented / applied in the classroom management by using the strategies or key concepts proposed by Jacob Kounin.

SOME OF THE STRATEGIES THAT CAN BE APPLIED IN THE

PRIMARY ESL CLASSROOM _________

EXAMPLE OF SITUATION

RIPPLE-EFFECT

PROBLEMS..• Dona was not paying attention in the

class. She always disturbed her friends and loved to play around in the class.

Mr. Jake 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 Mr. Jake.

SOLUTION..

WITHITNESS

PROBLEM..• Mr.Jake taught English to the Year 4

students. While Mr. Jake is teaching they were making a lot of noises.

• Mr. Jake called them by names. He was able to call the names of the students who make those noises even without facing their face. Plus, he always make eyes contact with all of the students in the class. He told them that he got eyes on his back.

SOLUTIONS..

HOW INSTRUCTIONAL MANAGEMENT THEORY IS PRACTICLE IN LOCAL

PRIMARY ESL CLASSROOM

• It is seen that the strategies suggested by Kounin is working in both situations, the students’ negative behaviors are put to stop almost immediately to ensure the teaching and learning processes runs smoothly

• The problems mentioned above happened in most of the local primary ESL classroom.

• It arises due to the Misbehavior of the students• By applying the Instructional

management strategies in the local primary ESL classroom it helps the teacher to solve the problems effectively.

• Teacher should take charge of the class

be aware and control the situation ensure the behavioral problems of the students can be avoided.

CONCLUSION

• In conclusion, the theory proposed by Kounin 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

. THE END .

THANK YOU

References • Emmer, E. T. (1994). Classroom Management (3rd ed.). United

State of America: Allyn and Bacon.• Evans, W. H. & Evans, S. S. & Gable, R. A. & Schmid, R. E.

(1991). Instructional Management for Detecting and Correcting Special Problems. United States of America: Allyn and Bacon.

• No Author Name, (2010). Jacob Kounin- Instrucional Maagement Theory. https://ulmclassroommanagement.wikispaces.com/Jacob+Kounin. Retrived on 26 January 2013.

• No Author Name, (2010). A School Commits to Kounin's Instructional Management. http://wps.prenhall.com/chet_manning_classroom_2/47/12136/3107067.cw/index.html. Retrived on 25 January 2013.

• Reid, K. (2009). Kounin Model of Classroom Management • “Lesson Movement”.

http://www.teachermatters.com/index.php?option=com_content&view=article&id . Retrived on 25 January 2013.

• Bucher, M. L. (2007). Classroom Management. In M. L. Bucher, Classroom Managemen. Upper Saddle River.

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• Kounin's Model Of Teaching . (2003). Retrieved January 30, 2013, from http://www.west.asu.edu/pt3/awards/documents/nancykane/Models.htm : http://www.west.asu.edu/pt3/awards/documents/nancykane/Models.htm

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• Models, C. D. (n.d.). Retrieved January 31, 2013, from • http://www.teachermatters.com/classroom-discipline/models-of-discipline/the-kounin-model.html

• THEORY, T. -K. (n.d.). Retrieved February 1, 2013, from http://prekwithmrj.com/edu/kounin.htm - TRACY

• http://www.west.asu.edu/pt3/awards/documents/nancykane/Models.htm

• M. Lee Manning and Katherine T. Bucher, Classroom Management, 2nd edition ©2007 by Pearson Education, Inc. Upper Saddle River, NJ 07458. All rights reserved.