When anger rises, think of the consequences.
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Jacob Kounin- Classroom Management
Kounin's Key Ideas. The Ripple Effect. From Kounin's studies into this phenomenon, he concluded the following:. The ripple effect may occur as the teacher gives encouragement "Good, I see that many of you are almost finished" and as the teacher gives reprimands "I see a few people who may have to stay in after class to finish".
It is weaker at the secondary and college levels where it depends on the popularity and prestige of the teacher. Kounin coined the term "withitness" to describe teachers' knowing what was going on in all areas of the classroom at all times.
Kounin determined that this trait is communicated more effectively by teachers' behaviors than by their words, and further, that it is effective only if students are convinced that the teacher really knows what is going on.
Classroom Management Theorists and Theories/Jacob Kounin
Kounin found that if students perceive that teachers are with it in that they immediately choose the right culprit and correct misbehaviorthey are less likely to misbehave, especially in teacher-directed lessons. Handling the correct deviant on time is more important to classroom control than is firmness or clarity of a desist.
Kounin states that overlapping is the ability to attend to two issues at the same time. Here is an example:. A teacher is meeting with a small group and notices that two students at their seats are playing cards instead of doing their assignment. The teacher could correct this either by:.When it comes to effectively managing the classroom environment, no one model has pulled ahead as the way to do it. 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? 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. The Edvocate.
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Albert Bandura. Benjamin Bloom. Jacob Kounin. Jean Piaget. John Dewey. John Watson. Lawrence Kohlberg. Lev Semyonovich Vygotsky. Chapter 3: Student Development and the Learning Process. Chapter 4: Students as Diverse Learners. Chapter 5: Student Motivation and the Learning Environment.
Chapter 6: Planning instruction. Chapter 7 Instructional Strategies. Chapter 8: Communicating with Students. Chapter 9: Assessment Strategies and Measures. Testmoz Quizzes. Jacob Kounin is known as a classroom management theorist. Aroundhe 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. By utilizing skills within discipline and instruction, one should be able to manage a classroom according to Kounin's ideas and principles.
Kounin believes that teachers need to be attentive to all aspects of the classroom. He believes that effective teachers keep students attentive and actively involved. After Kounin's research, he realized how teachers handle misbehavior is how they handle their class from the beginning of each school year. One day while Kounin was teaching a class, he told one student to stop reading a newspaper and to pay attention to the lecture.
While Kounin only told this one student to get on task, other students who were not on task suddenly put away what they were doing and started listening to the lecture. This effect became known as the "Ripple Effect," which is when one student's behavior is corrected it often influences another student's behavior nearby. Kounin wrote a book, "Discipline and Group Management in Classrooms," to sum up his beliefs about effective and ineffective classroom managers.
After research, Kounin came to the conclusion that the key to a successful classroom is not the way a teacher handles misbehavior when it occurs, but instead what teachers do to completely prevent classroom management problems from ever occurring within the classroom at all. Kounin also found that good organization and planning are also keys to effective classroom management while getting students highly involved and also using proactive behavior.
Kounin believed that teachers should have good lesson movement in order for teachers to have an effective connection between teaching and classroom management. Kounin described that lesson movement is achieved through the five things as follows: withitness, overlapping, momentum, smoothness, and group focus. This can be done by scanning the classroom every now and then so students will believe you are always looking at what they are doing. Some practical ways to apply Kounin's approach in a classroom is basically to follow what Kounin stated to be the five ways to achieve lesson movement.
Overlapping can be applied within the classroom by creating a procedure to use when two separate situations happen at nearly the same time. For instance, if a student finishes an assignment early they can read a book, start on another assignment, make a craft, etc.After you enable Flash, refresh this page and the presentation should play. Get the plugin now. Toggle navigation. Help Preferences Sign up Log in. Jacob S. To view this presentation, you'll need to allow Flash.
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Title: Jacob S. Description: He wrote the book, 'Discipline and Group Ripple Effect 'Withitness' Overlapping. Movement Management. Strategy 1: Ripple Effect Tags: jacob kounin ripple. Latest Highest Rated. Kounin 1 Jacob S. Kounin is a classroom behaviourist theorist Best known for his two studies done in He wrote the book, "Discipline and Group Management in Classrooms" Kounin worked to combine both discipline and learning in the classroom Kounin believed that organization and planning are key to engaging students This relationship is characterized by proactive teacher behaviour along with student involvement in learning 3 Rationale Focuses on preventative discipline using techniques and strategies to prevent misbehaviours from occurring.
Teacher must then re-explain the instructions to each student on an individual level Stimulus-bound Teacher is distracted by an outside stimulus and draws the classs attention to it 12 Classroom Applications Be aware of what is happening around the classroom.
Intervene before misbehaviours escalate. Use routines, explanations and smooth transitions to gain the attention of the students. Keep all students involved through constant supervision and accountability. Reduce off task behaviour and boredom by creating challenges, extending tasks, providing progress and adding variety.
Be able to attend to more than one event at the same time. Note Classroom management is most effective when these applications are applied at the beginning of the school year. Whether your application is business, how-to, education, medicine, school, church, sales, marketing, online training or just for fun, PowerShow.Nhung cai mu to nhat the gioi
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Questions and Answers. Resources for Compliance. Understanding the Eligibility Criteria and Learning Needs. Overview of Positive Behavior Management. Plan of Action.
Pictorial representation of relationship between content based teaching and collaboration. Strategies for collaborating with familes of students with disabilities. Strategies for collaboration between general education and special education teachers. Overview of RTI.Nenagh shops
Pictorial Representation of relationship between content based teaching and RTI. Pre-Referral Process for Special Education. Instructional Strategies. The overall structure of this theory is centered around the ideal of preventive discipline. This is similar to that of taking one taking their vitamins before they have a chance to get sick. There are six guiding strategies used when practicing the Kounin Model.
No matter the content area of any teacher their will always be unruly students. Such as. At that point depending on the students previous notes of conduct and their temperament during the given situation disciplinary action may range from firm verbal warning to an office referral.
A teacher's awareness for everything that is going on in the classroom. Otherwise known as having "eyes in the back of your head. This strategy is useless if an instructor constantly blames the wrong students for disruptions they are not the cause of. At the same time this technique is best utilized on a personal level with the targeted student rather than stopping the class to administer the proper behavior adjustments.
For example in my classroom if there was a student who took out their phone during class and was not following instruction. The first thing to remember would be to NOT draw unneeded attention to the situation.
If I were to stop teaching just to deal with this minor distraction it would only succeed in taking the rest of the class off-topic.After you enable Flash, refresh this page and the presentation should play.Malls built 1990-1999
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The Ripple Effect.
Help Preferences Sign up Log in. To view this presentation, you'll need to allow Flash. Click to allow Flash After you enable Flash, refresh this page and the presentation should play. View by Category Toggle navigation. Products Sold on our sister site CrystalGraphics.Micro seiki dd 30 manual
Title: The Kounin Model. Description: Dangle: The teacher leaves an activity or topic 'dangling' to be handled at another time Flip-flop: Like the Dangle, although the topic is left over from an Tags: dangling kounin model. Latest Highest Rated. Title: The Kounin Model 1 The Kounin Model Presented by George Cone, Mike Hamm, and Kari Kind-Adams 2 Jacob Kounin Is a classroom management theorist Wrote Discipline and Group Management in Classrooms Most people felt discipline and instruction were separate entities prior to Kounin Believed that organization and planning are the keys to engaging students Focuses on preventative discipline, that is to say, techniques and strategies designed to prevent discipline problems in the first place.
Overlapping The ability for the teacher to be able to handle 2 or more situations at one time 5 Managing Lesson Movement Momentum To keep the lesson moving avoid slowdowns by careful planning Smoothness Teachers ability to transition smoothly between learning activities.
Dangle The teacher leaves an activity or topic dangling to be handled at another time Flip-flop Like the Dangle, although the topic is left over from an earlier activity Thrust Students are working on an activity and the teacher intrudes with some seemingly irrelevant information Stimulus-bound Some outside stimulus distracts the teacher drawing the attention of the class away from the lesson 6 Maintaining Group Focus Group alerting To engage the entire class and keep them active in their participation by creating suspense or interest.
Encouraging accountability Letting the students know that their participation is being observed as well as evaluated Higher participation formats Using lessons that define behavior of students when they are not directly answering a teachers question.
Sands tried every possible way to control her unruly 5th grade class, nothing works for her Now her assistant principal wants to see her to review a classroom observation he made A group of parents want to have their children taken out of Ms.
Sands class. When students were asked what they were learning, responses were negative. The students stated that the teacher is what is wrong with the class. During the meeting the parents didnt feel as though they were being listened to, much like the students felt. Sands admitted to the parents that she has no way to know who is innocent in her class, so she punishes all of the students. Sands have done differently? Whether your application is business, how-to, education, medicine, school, church, sales, marketing, online training or just for fun, PowerShow.
And, best of all, most of its cool features are free and easy to use. You can use PowerShow. Or use it to find and download high-quality how-to PowerPoint ppt presentations with illustrated or animated slides that will teach you how to do something new, also for free.
Or use it to upload your own PowerPoint slides so you can share them with your teachers, class, students, bosses, employees, customers, potential investors or the world.
That's all free as well! For a small fee you can get the industry's best online privacy or publicly promote your presentations and slide shows with top rankings.Are You With it? By Deb Wuest Do your students think you have "eyes behind your head? Are you effective at maintaining lesson momentum, changing activities when interest is waning or modifying activities to keep students busy?
If so, you are using many of the techniques incorporated by Kounin into his discipline model. Kounin's model focuses on preventive discipline -- techniques and strategies designed to prevent the occurrence of discipline problems in the first place. According to Kounin, good classroom management depends on effective lesson management.
Kounin's key ideas include the "ripple effect," "withitness," "overlapping," effective transitions, class management, and satiation. Ripple Effect. The "ripple effect" occurs when the teacher corrects a misbehavior in one student, and this positively influences the behavior of other nearby students. The ripple effect is influenced by the clarity and firmness of the correction.1976 vw beetle wiring diagram diagram base website wiring
The effect is greater when the teacher clearly names the unacceptable behavior and gives the reasons for the desist. Firmness, that is, conveying an "I mean it" attitude, enhances the ripple effect. The ripple effect is greatest at the beginning of the year and diminishes as the year progresses. At the high school level, Kounin found that respect for the teacher along with high motivation to learn leads to the greatest student involvement and minimum misbehavior by students.
We commonly refer to this as "having eyes in the back of the head. If students are off-task and fooling around, the teacher needs to send a clear message that communicates to the students that the teacher sees that they are not working and they need to get started.
Withitness can be improved with practice, such as learning how to effectively use systematic techniques to scan the class. Keeping your "back to the wall" as you move throughout the class helps you see the broader picture and be more aware of what is going on. The effectiveness of withitness is increased when the teacher can correctly identify the student who is the instigator of the incident.
Teachers who target the wrong student for a desist or a reprimand are perceived by the students are not knowing what is really going on i. When several incidences of misbehavior occur at the same time, it is important that teachers deal with the most serious incidence first.
Timing is another aspect of withitness. Teachers should intervene early and quickly in dealing with misbehavior. Failure to do so allows the misbehavior to spread. Overlapping is attending to two or more events at the same time.
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