Theories of Instructional Management-jacob Kounin

8/13/2019 Theories of Instructional Management-jacob Kounin

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GROUP 3: FARAH

FARIZ

AZWANN

HELMI


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Jacob Kounin was born in Cleveland, Ohio in 1912.

He graduated in 1939 with doctorate degree fromIowa State University.

Kounin began his work as aneducational psychologist at Wayne State University in1946

Kounin wanted to focus on integrating learning anddiscipline in the classroom because prior theorists

kept the two completely separated.


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1970s

Kounin was originally doing researchon how a teacher handles misbehaviour

after it occurred, but he quickly realizedthat it was more important to study howthe teacher was handling the class fromthe very beginning.

Overall Kounin wanted to focus onpreventative classroom managementtechniques.


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Kounin's studies took place over 5

years. He completed his observations

by studying college, high school, and

elementary classrooms.

He based the bulk of his research and

conclusions by videotaping over 80

elementary classrooms.


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Organization & planning prior to

teaching mattered.

Behaviour of teacher was important.

Keeping students highly involvedconstantly.


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Without some idea on how to control

the pupils in an ESL classroom, there

will be chaos.

Classroom management is the

important aspect of teaching pupils.

Teachers cannot successfully teach a

language class if they are not in control.


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Kounin does express that in order to

minimize behavior the students must be

actively engaged in the learning

environment. The teacher is theultimate decision maker and is in

complete control of the class. If the

teacher can control the class and useKounin's strategies to prevent most

behavior is when I believe it shifts back

to the students more.


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Ripple Effect: A teacher corrects the behavior of one

student and others will follow. Leads to a more positive

atmosphere.

1) Withitness: Teacher's ability to be aware of the

classroom at all times:

*aware of different sights & sounds

*all students are in eyesight in the classroom

arrangement

*scan room periodically

*do not turn back on the whole class when helping

one

student*handle misbehavior immediatel instead of


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2) Overlapping: (multi-tasking) teachers

can handle 2 or more tasks at 1 time.

3)Momentum: teacher needs to be in

charge of force & flow of lesson. Pull the

students along at the teacher's selected

pace.

4)Smoothness:time of task is at ultimate

high with minimal distractions to slowing

down the lesson, which will lead to a

smooth lesson for all.


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5) Group focus : The ability of a teacher

to engage the whole class using

techniques such as building suspense or

asking community questions.

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report.htmlhttp://en.wikibooks.org/wiki/Classroom_Management_Theo

rists_and_Theories/Jacob_Kounin
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Theories of Instructional Management-jacob Kounin

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