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Transcript of Jacob Kounin
Fragmentation Group Focus Jacob S. Kounin Amanda Middleton
Cearah Camp-Green Dead Poets Society [Video file]. Retrieved from http://www.youtube.com.
Ganly, Sarah. (2010). Jacob Kounin's educational theories on management
and discipline. Helium. Retrieved September 5, 2011
Jones, L. and Jones, V. (2010). Comprehensive classroom management.
Upper Saddle River, New Jersey: Kevin M. Davis. (pp. 13).
Kounin, J. S. & Gump, P. V. (1958). The ripple effect in discipline. The
Elementary School Journal, 59, 158-162. Retrieved from http://www.jstor.org/stable/999319.
Kounin, J. S. & Sherman, L. W. (1979). School environments as behavior settings. Theory into
Practice, 18, 145-151. Retrieved from http://www.jstor.org/stable/1475417.
Manning, M. & Bucher, K. (2013). Classroom management: Models, applications,
and cases (3rd ed.). Upper Saddle River, NJ: Pearson.
Olwyn, I. & Martin, J. (1982). Withitness: the confusing variable. American
Educational Research Journal, 19, 313-319. Retrieved from http://www.jstor.org/stable/1162573.
Wong, H. & Wong, R. (2009). The first days of school: How to be an effective
teacher. Mountain View, CA: Harry K. Wong Publications, Inc. Classroom applications of "withitness" include:
Continually being alert
Arranging the classroom so that all students are always within eyesight
When helping an individual student, the teacher faces the rest of the class
Briefly acknowledging student misbehavior at first detection Studied classrooms to research the effective and ineffective habits of teachers References Teacher Behavior Biography Began as an educational psychologist at Wayne University in 1946
Before Kounin, it was widely believed that instruction and discipline were separate entities
Changed classroom management's focus from discipline based on reprimand to classroom dynamics
Focus on preventive discipline Advanced the idea that teachers’ behaviors have a positive and negative impact on student learning Kounin did not believe that teachers' personality traits are important in classroom management. He insisted that teachers' ability to manage groups and lessons is most important. Movement
Management Group Focus
Accountability Movement Management The Ripple Effect Group Focus: Group Alerting the degree to which a teacher attempts to involve all learners in learning tasks, maintain their attention, and keep them "on their toes" Jerkiness look at a student or mention his or her name
propose an alternative behavior
let the student describe the desired behavior Warm Up Please complete the
warm-up individually and silently.
You may begin when you
receive it. Good Morning Please sit with your assigned partner: Kelsey & Steph W.
Hannah & Tim
Carrie & Brooke
Lindsay & Stephanie D.
Karli & Oscar
Alex & Victoria & Haley Withitness
Satiation Withitness Desist Overlapping Satiation The teacher is aware of all events, activities, and student behaviors in the classroom An effort to stop a misbehavior What teachers do when they have two matters to deal with at the same time When a teacher teaches the same lesson for so long that students grow tired of the topic When a teacher corrects one student who is misbehaving and the behavior "ripples" to other students, causing them to behave Stimulus Bound Thrust Dangle Truncation Lack of lesson smoothness and momentum When a teacher has the students engaged in a lesson and something else attracts the teacher's attention a teacher's sudden "bursting in" on students' activities with an order, statement or question without being sensitive to the group's readiness to receive the message when a teacher starts an activity and then leaves is "hanging in midair" by beginning another activity same as a dangle but the teacher does not resume the initiated, then dropped, activity Movement Management (ctd.) Flip-Flop Overdwelling Fragmentation transition point; when the teacher terminates one activity and begins another and then reverts to the first activity when a teacher dwells on corrective behavior longer than needed or on a lesson longer than required for most students' understanding and interest levels when a teacher breaks down an activity or behavior into subparts even though the activity could be performed easily as a single unit or an uninterrupted sequence when a teacher makes a conscientious attempt to keep the attention of all members of the class at all times Accountability the teacher holds the students accountable and responsible for their task performances Objectives To identify Jacob Kounin's major contributions to classroom management
To be able to define withitness, overlapping, momentum, smoothness, and group focus
To understand and apply the "Ripple Effect"
To identify the strengths and weaknesses of Kounin's theory Strengths •Changes the focus of classroom management from discipline-based on reprimands to management based on the dynamics in the classroom •
Results are self-determined•
Not based on personality traits•
Applicable for a variety of classroom scenarios Weaknesses = = + + disruptive students disruptive students effective teacher ineffective teacher engaged class disruptive class •Model is teacher-centered•
Provides rich insight about preventing misbehavior but little insight about correcting misbehavior•
Researchers dispute the accuracy of withitness 1. Teacher Behavior
Key terms: Withitness and Overlapping
Impacts student behavior
2. Movement Management
Key terms: Smoothness and Momentum
Ebb and flow of instruction
3. Group Focus Key Concepts CHARADES Can talk
Can use movement and props
Can't use the term or any words on the slip of paper
Representative is to act as "teacher" while the rest of their team is the "class" CASE STUDY Exit Ticket Please complete the crossword puzzle.
You may use your notes from class or confer with your partner.