Jacob Kounin

Jacob Kounin

Progressing through the lesson at a steady pace without interruption.

Overlapping

Too fast will lose some students causing disengagement and invite disruption.

• The flow of the lesson keeps the students' attention

• Smooth transitions from the beginning of class until the end

The "art" of juggling two situations simultaneously

Too slow will possibly cause boredom with the same outcome.

• Avoid abrupt changes or "jerkiness"

• Clear and concise instructions

Having procedures in place before situations arise such as enrichment activities and incorporating withitness is the essence of the concept of overlapping.

"Think smooth like peanut butter."

With-it-ness

Group Focus & Accountability

• Students' performance is always being observed and evaluated

A popular term used by educators today; often described as having "eyes in the back of one's head."

• Entire class is engaged and attentive (equal participation, not teaching left, right or middle, effective questioning techniques ie. Popsicle sticks)

To be effective, students must perceive that a teacher always knows what is happening.

• Entire class is alert while individuals are responding (group alerting)

Both verbal and non verbal methods such as scanning and eye contact should be employed by a "with-it" teacher.

Biography

According to Harry Wong commenting on Kounin's work, "With-it-ness is seen in those classrooms that are so well organized that a teacher always knows what is going on, even if the teacher's back is to the class."

Jacob S. Kounin 1912-1995

Born in Cleveland,Ohio

Teacher Applications

Received PhD. from Iowa State University in 1939

Kounin's Principles

• Classroom arrangement- all students can be seen at all times

Began research as an educational psychologist at Wayne State University in 1946

• Signals to gain the group's attention

• Concrete routines

• Plan, plan, plan and have a contingency plan

• Make lessons interesting

Developed classroom management theories based on five years of research in the 1970s

Resources

• With-it-ness
• Overlapping
• Momentum
• Smoothness
• Group Focus & Accountability

Kounin, J.S., (1970). Discipline and Group Management in

Classrooms. New York, N.Y.: Holt, Reinhart and

Winston.

Published two books on the subject of classroom management

Activity

Please watch the following video

References

Evertson, C.M., Emmer, E.T., (2013). Classroom Management for

Elementary Teachers (9th ed.). Upper Saddle River, NJ: Pearson.

A phenomenon described by Kounin when he observed the reactions of students in his own classroom. The correction of one student's behavior actually spreads to other students engaging in disruptions.

Conclusion

Remember

Kounin, J.S., & Sherman L.W. (1979). School Environments as

Behavior Settings. Theory Into Practice, 18(3), 145.

• Kounin's theories were based around the teacher's ability to plan lessons and maintain an organized classroom.

Wong, H., Wong, R., Rogers, K., & Brooks, A. (2012). Managing Your

Classroom for Success. Science & Children, 49(9), 60-64.

• He concluded that instructional management affected student behavior in the classroom.

"It is what the teacher does that produces high student engagement, reduces student misbehavior, and maximizes instructional time (Wong et al., 2012)."

• Different techniques are relevant to to the management of different behavior settings in the classroom (Kounin & Sherman, 1979).

• Activity flow is maintained through three types of teacher practices-preventing misbehavior, managing movement, and maintaining group focus (Evertson & Emmer, 2013).

(Jacob Kounin)

• Good classroom management is based on the behavior of teachers, not the students (Wong et al., 2012).