JACOB KOUNIN INSTRUCTIONAL MANAGEMENT THEORY PDF

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.

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

Keep the whole class involved and interest. Satiation Being satisfied and unable to take on more Students start to get bored. Solutions : Offering challenges throughout the lesson Being enthusiastic Adding variety to the lesson. 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. Dona was not paying attention in the class. She always disturbed her friends and loved to play around in the class.

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 taught English to the Year 4 students. While Mr. Jake is teaching they were making a lot of noises. 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. 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. 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.

References Emmer, E. Classroom Management 3rd ed. United State of America: Allyn and Bacon. Evans, W. United States of America: Allyn and Bacon. No Author Name, Jacob Kounin- Instrucional Maagement Theory. Retrived on 26 January Retrived on 25 January Reid, K. Bucher, M.

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Kounin, Jacob

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Classroom Management Theorists and Theories/Jacob Kounin

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. Teachers can ask students questions that are open for anyone to answer.

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