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Jacob Kounin

the life and theory of Jacob Kounin


on 6 November 2012

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Transcript of Jacob Kounin

Five points of lesson movement :
Group Focus Obstacle 1 Obstacle 2 Obstacle 3 Group Focus Start Jacob Kounin
Jacob Kounin was born in Cleveland, Ohio in 1912. He graduated in 1939 with doctorate degree from Iowa State University.
Kounin began his work as an educational psychologist at Wayne State University in 1946.
In the 1970's Kounin developed is theory of Classroom management Withitness was Kounin’s word to describe a teacher’s ability to know what was going on at all times in his/her classroom. This can be as simple as making scanning looks around the room every once in awhile. Kounin said that it was not necessary for the teacher to know what is going on, but for the students to perceive that the teacher knows.
The teacher is responsible for inhibiting poor behavior. 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.e. name, interests, strength, weaknesses, etc.)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 should have communicated to all students the expectations and can have these displayed so everyone can be "with-it". Overlapping Group focus is the ability of a teacher to engage the whole class using techniques such as building suspense or asking community questions. This can also look like asking random questions, or asking a student a question and then looking around at other students to see if they are thinking or ready to respond.

http://www.superteachertools.com/boardgame/online/game6337.php Jacob Kounin Classroom Management < Jacob Kounin is an educational theorist who focused on a teacher’s ability to affect student behavior through instructional management.
< Kounin's first observation came from within his own classroom when he noticed that one of his students change their behavior and it caused others to follow causing a ripple effect .
< After observing these behaviors for 5 years Kounin developed his theory of classroom management. Classroom Management Theory Withitness <Overlapping is the ability for a teacher to in a word, multi-task. Being able to present a new topic while preventing misbehavior is essential for a teacher. The concept of overlapping ties into the idea of withitness as well.
<The teacher can have procedures that will allow the teacher to be effective when two situations occur at the same time. While the early-finishers are staying busy the teacher is allowed to move around the room to answer question or assist struggling students. Once the students are doing their work the teacher can go to the tardy student and tell them what they missed or answer any questions from the homework assigned the night before. Momentum Momentum is the flow of a lesson. A teacher must be able to “roll-with-the-punches” in acknowledging that things might go wrong and being able to fluidly adapt and continue onward despite distractions and disruptions. An example of this would be a student late for the class interrupts or technology that is being used goes wrong.

The teacher should make lectures short to allow students to group together and move around to gain more knowledge of the content. The teacher should make sure that these exercises remain short so students do not get bored. A teacher can keep a timer and assign roles to students to keep the students moving and on a time deadline. If students are struggling the teacher can reflect on what they can do to make the lesson more meaningful and easier to understand for their students. Smoothness Smoothness is also highly related to momentum. Being able to keep on track without getting on tangents as well as being diverted by irrelevant questions or information is important. Many times, a teacher can get distracted and leave a topic open and not come back to it until later, which can be confusing to students. Another thing that can ruin smoothness is when a teacher does not have a plan or course of action, it can seem as though the lecture is jumping from one topic to the next.
The teacher can have students make hand gestures that will tell the teacher whether the student has a comment or question concerning the lesson. This technique allows the teacher to have an idea of which students may cause an unwanted tangent and which students may have a good question that could pertain to utilizing the time effectively. When placing students in group-work the teacher can walk around facilitating and listening to discussions of other students. The teacher can then intervene or take the group to a different track if the teacher feels it is necessary. References 1. Kounin, Jacob S. Discipline and Group Management in Classrooms. Huntington, N. Y.: R. E. Krieger, 1977, c1970. 2. Classroom Management Theorists and Theories/Jacob Kounin." - Wikibooks, Open Books for an Open World. N.p., n.d. Web. 06 Nov. 2012. <http://en.wikibooks.org/wiki/Classroom_Management_Theorists_and_Theories/Jacob_Kounin>. by:Marissa Holloman
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