This technique allows the teacher to have an idea about those students who may cause an unwanted tangent and those who may have a good question, pertaining to utilise the time effectively. Jacob Kounin [Group Management] Jacob Kounin, author of Discipline and Group Management in Classrooms developed a theory focused on preventing unwanted behaviour by implementing effective lesson management. The time could be set for 30 minutes. Often classroom misbehavior increases when a classroom moves from one task or activity to another. The teacher avoids going off topic. Classroom Management Theorists and Theories.
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Disciple, desist, reality — and now, Kounin and Jones are all potentially valid approaches. Our past articles have talked about the categorical approaches, but what about the two with names? How do they stack up against each other? The Kounin Model 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. Students will thus all be concentrating and thinking about the question, eager to respond in order to get a good grade. Another method that is often used is randomly selecting students to answer questions. Teachers have to ensure that students are continually working and are not sidetracked or distracted. Students can raise their hands if they have questions, and this ensures the smooth flow of the class without interruptions.
In the next class, materials can be reviewed, with assistance from the questions previously written down by students. Teachers may also prepare more challenging questions.
Jones suggested that teachers could work on not losing the valuable time by implementing the following techniques: set limits, effective body language, incentive systems, and resourceful help.
Setting limits will help students know what to do in every situation, from small matters like pencil sharpening to big matters like being sick. By setting limits, teachers allow students to find their own ways of dealing with situations without major disruptions to other students. An incentive system concentrates on taking away benefits from students when they misbehave. Efficient help is important because students start to misbehave when they start to fall behind.
Jones found that teachers use an average of 4 minutes to discipline students when they misbehave. That, he says, can be reduced significantly F. Jones, One of the ways to do this is getting others who are more settled to help the students who are struggling. None of these methods will work in all cases, so teachers should always have back-up plans such as isolation from class.
To learn about other potential approaches you can use, check out our other two articles about models for classroom management. Spread the love.
Kounin vs. Jones: Dissecting the Battle Between Two Popular Approaches to Classroom Management
Disciple, desist, reality — and now, Kounin and Jones are all potentially valid approaches. Our past articles have talked about the categorical approaches, but what about the two with names? How do they stack up against each other? The Kounin Model 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.
JACOB KOUNIN CLASSROOM MANAGEMENT THEORY PDF
Prezi Jacob Kounin is known as a classroom management theorist. Around , he began working as an educational psychologist at Wayne State University. Many people believe that Kounin was highly influenced by Glasser, and it can be seen throughout his work. He made people think about the possibility of discipline and instruction being utilized as one. Instead of these two techniques being separate, Kounin explained how you have to incorporate different aspects from each in order to create an effective classroom. Kounin believes that teachers need to be attentive to all aspects of the classroom.
Jacob Kounin-Instructional Management Theory
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.
Classroom Management Theorists and Theories/Jacob Kounin
The teacher can maintain this strategy by making eye contact to all students at all times. The teacher should know each student on a personal basis i. The teacher can use other non-verbal techniques to show students that they are alert and care about the well-being of all students. The teacher may also want to make a respectable suggestion to inform the student that their behavior is unacceptable.