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Exploring the Theories of Instructional Management: Jacob Kounin

Chapter 6 - Classroom Management Models, Applications, and Cases 2nd ed.
by

Casey Wun

on 26 February 2012

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Transcript of Exploring the Theories of Instructional Management: Jacob Kounin

Chapter 6: Exploring the Theories of Instructional Mangement: Jacob Kounin Please put you cell phone on virbrate

Nameplate Managers please distribute the nameplates
Who is Jacob Kounin? Your Role our audience AND participants Welcome! brief talk some plays brain teasing games! for groups and individuals for our visual learners
and your enjoyment Objectives: Students will engage in the learning process
Students will obtain basic understanding of Instructional Management theories and the three key concepts
Students will help each other in their small group to digest the theories
Student will have minimial behavior problems 1 2 3 Teacher Behavior Movement Management Jacob Kounin was an earnest educational psychologist who believed that teachers demonstrating effective instructional behaviors usually have better-behaved students. Testing his theories over twenty years of work, he analyzed thousands of hours of taps of classes on a variety of grade levels and in a variety of neighborhoods and communities. Kounin found that teachers who use effective instructional management keep their students focused on learning tasks and minimize behavior problems. He is the author of the widely respected and used book named Discipline and Group Management in Classrooms (1970). What is Instructional Management? Instructional Management Philosophy and the Key concepts Kounin believed that teachers affect students' behaviors positively and negatively. Being an effective classroom manager means having clear transitions between activities, knowing what is going on in the classroom at all times, and continuously maintaining instructional momentum. Teachers need to focus on and improve their own performance. Instructional Management is teacher-centered and prevention-based. Three key concepts addresses in his theories is teacher behavior, movement management, and group focus. They counteracts mischief by keeping people productively busy. With-it-ness Being aware of all events, activities, and student behaviors in the classroom and conveying that knowledge to the students QUEST Professional Attribute Desists An Efforts to stop a misbehavior, most effective way by clearly spoken and understandable instruction. Ripple Effect is an out come from desists Overlapping = Multitasking Satiation occurs when you teach the same less for so long that the students grow tired of the topic. Jerkiness involves a lack of
lesson smoothness
or momentum. stimulus bound when students are engaged
in a lesson and something distracts
the teacher’s attention, causing a loss of instructional focus and momentum. Overdwelling involves dwelling on corrective behavior or a lesson longer than required for most students' understanding. Group Game Time! Dangle Starting an activity then leaving it 'hanging in midair' by beginning another activity. The original activity may or may not be resumed. Trunction A longer lasting dangle in which the teacher drops the original activity. Flip-Flop Terminating one activity and beginning another, then reverting to the first activity. Fragmentation is unnecessarily breaking down
a
simple activity
into
sub-
parts. Thrust a sudden 'bursting in' on students' activities with an order, statement or question without considering whether or not the group is ready to receive the message. Group Focus making a conscious attempt to keep the attention of all members of the class at all times. Exactly how much attention do you want the students to pay to you? Well, take a look at this ball here. Group Alerting Group Accountability attempting to involve all learners in learning tasks. holding students responsible
for their task performances. Advantages
and
Disadvantages Teachers following Kounin's Instructional Management have three roles: instructor, manager, and person. They should use clear instruction to convey knowledge and influence behavior, they exhibit good classroom management by avoiding behavior that disrupts educational flow and by creating a positive classroom environment, stating clear classroom procedures and rules, and they respect all students as fellow humans. Conclusion
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