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The Jacob Kounin Model

What is the Relationship

between Overlapping

and Withitness?

Significance of Kounin's Model

Kounin's model helps distinguish between more and less effective classroom teachers on the basis of their active attempts to prevent the behavior, rather than their ability to control it once it occurs.

Created an ecological framework that focused attention on the distinctive properties of the classroom environment and relationships between the demands of this environment and the behaviors of teachers and students- (Doyle, 31)

Helped shift the focus of management research from reactive strategies to preventive strategies and from teacher personality to the environmental and strategic components of management- (Emmer, 104)

Developed a language, based on concepts that began to capture the dynamic character of management processes in classrooms -(Doyle, 31)

Weaknesses of Kounin's Model

Strengths of Kounin's Model

The model is very teacher-centered

Students develop a sense of responsibility for their own learning as a reaction of making them accountable for their work

Both the teacher and the students contribute to create a positive classroom environment

Some concepts may not be effective in different cultural contexts

The model takes an extreme amount of effort by the teacher

Encourages mutual respect between the students and the teacher

Kounin's key concepts are simple and easy to understand

Some teachers might not be able to differentiate between firmness and roughness/anger

Students are less likely to test the teacher's limits because the boundaries have clearly been illustrated by the teacher's withitness and subsequent actions

Does not provide any insight on the proper techniques for correct discipline

Key Topics

Strategies identified by Kounin can be used in a wide variety of classroom

Discussion

Imagine you are a teacher working with a small group. A student is coming back from the bathroom, another is walking around the classroom aimlessly, and another student just came in the classroom with a message from the office. What do you do? How do you cope with this?

Overlapping

Ripple Effect

"What the teacher does when she has two matters to deal with at the same time." (Pollard, 224)

  • Teacher's actions/words directed at one's students behavior tend to spread out and affect the behavior of other students
  • Works for positive behavior and negative behavior
  • Effect is greater when the teacher clearly names the unacceptable behavior and provides reasons for why the behavior is unacceptable
  • Ripple Effect
  • Withitness
  • Overlapping
  • Transitions & Smoothness
  • Group Focus
  • Satiation

Group Focus

Transitions & Smoothness

  • Main job of a teacher is to work with a group of children in one room
  • "Group alerting refers to the degree to which a teacher attempts to involve children in the task, maintain their attention, and keep them on 'on their toes'" (Pollard, 226)
  • Teachers who maintain group focus by engaging in behaviors that keep children alerted are more successful in inducing work involvement and preventing deviancy

What are effective transitions that you might use in your classroom to avoid jerkiness and slowdowns?

  • A teacher must manage considerable movement: she must initiate, sustain, and end activities
  • On a daily basis, children:
  • Move physically from one part of the room to another
  • From a desk to a carpet
  • Learn several subjects in one day
  • From math to spelling
  • Student behavior is influenced by the smoothness and effectiveness of transitions between tasks

What are ways teachers can maintain this sense of alertness in children?

  • Methods used to create suspense before calling on a child- "Now lets see who can..." or "Who am I going to call on next?"
  • Calling on different children frequently
  • Alerting non-performers that they might be called on next or in connection to what the person talking is doing

Two Categories of Movement Mistakes:

  • Behaviors producing Jerkiness
  • Behaviors producing Slowdowns

Jerkiness

  • Stimulus Bound- teachers allow themselves to be distracted by outside stimuli
  • Thrust- when teachers fail to give clear, well-worded directions when the group attention was on them
  • Dangle- when a teacher starts some activity and then leaves it hanging by going off to some other activity
  • Flip-Flop- when a teacher ends an activity, starts another, and then returns back to the previous activity

Slowdowns

  • Momentum is the teacher's ability to maintain a steady sense of movement throughout a lesson
  • Instruction is given at a good pace and it's not too long or too short
  • Slowdowns consist of two behaviors: overdwellings & fragmentations
  • Overdwelling: when the teacher dwells on an issue and engages in a stream of actions or talk that is unnecessary for a child's understanding
  • Fragmentation: when a teacher breaks down an activity into sub-parts when the activity could be performed as a single unit
  • When you know what is going on with the classroom at all times- "eyes on the back of her head"
  • Teacher communicates through her behavior that she knows what the children are doing

Withitness

3 Major Components:

Satiation

  • Ability to select the student who is misbehaving
  • Ability to attend first to the more serious deviancy when there are more than 2 misbehaviors
  • Ability to stop the behavior before it spreads to other students
  • When students experience satiation or boredom, other behaviors emerge. Students may:
  • Introduce variations into the task
  • Work mechanically through the task without actually giving it much thought
  • Try to create some excitement by fooling around or misbehaving
  • Changing the level of challenges
  • Restructuring groups
  • Extending the tasks
  • Using different teaching styles
  • Being enthusiastic about the lesson
  • Offering incentives and rewards

What are things teachers can do to avoid satiation?

EXAMPLE

Mrs. Sanchez is engaging all students in an activity on fractions. The seated students are working independently on a worksheet while Joey stands at her desk, asking a question on a specific problem. Mrs. Sanchez is helping Joey through a problem when she picks up on a noise in the back of the classroom. It's Samantha talking to Johnny.

  • How might Mrs. Sanchez show the class that she is aware of their behavior?
  • What should she do when she hears Samantha talking?

Who is Jacob Kounin

References

"A teacher's success in classroom management depends on his or her ability to monitor and guide the class. To accomplish this, teachers must be aware of what is happening, be able to handle two or more simultaneous events, sustain group focus, and keep action moving along smoothly."

-(Doyle, 31)

Brophy, J. (1987). Educating teachers about

managing classrooms and students. Teaching and Teacher Education, 4(1), 1-18.

Doyle, W. (1985). Recent Research on Classroom

Management: Implications for Teacher Education. Journal of Teacher Education.

Emmer, E., & Stough, L. (2001). Classroom

Management: A Critical Part of Educational Psychology, With Implications for Teacher Education. Educational Psychologist, 36(2).

Houff, S. (2009). The Classroom Manager:

Procedures and Practices to Improve Instruction. Plymouth: Rowman and Littlefield Education.

Pollard, A. (2002). Readings for Reflective Teaching.

London: Continuum.

  • Born in Cleveland, Ohio in 1912
  • Graduated in 1939 with a doctorate from Iowa State University
  • Began working as an educational psychologist in 1946
  • Focus on integrating learning and discipline in the classroom
  • Discipline and Group Management in Classrooms
  • Focused on preventatitve classroom management techniques

Based on Jim Harvey's speech structures

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