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Jacob Kounin was born in Cleveland, Ohio in 1912. He graduated in 1939 with a doctorate degree from Iowa state University. Kounin began his work as an educational psychologist at Wayne State University in 1946. Kounin wanted to focus on intergrating learning and discipline in the classroom because prior theorists kept the two completely separated.
Kounin's work is summarized in his book, Discipline and Group Management in Classrooms. His work was done primarily in the 1970s. Kounin was orginally doing research on how a teacher handles misbehavior after it occurred, but he quickly realized that it was more important to study how the teacher was handling the class from the very beginning. Overall Kounin wanted to focus on preventative classroom management techniques.
Kounin's studies took place over 5 years. He completed his observations by studying college, high school, and elementary classrooms. He based the bulk of his research and conclusions by video taping over 80 elementary classrooms.
Teacher Behavior - teacher behavior's that impact a student's behavior.
Movement Management - the flow of instruction is important while doing lessons.
Group Focus - behavior problems can be minimized if the teacher uses appropriate instructional strategies and activities.
Group Alerting
Classroom applications of "withitness" include:
the degree to which a teacher attempts to involve all learners in learning tasks, maintain their attention, and keep them "on their toes"
transition point; when the teacher terminates one activity and begins another and then reverts to the first activity
Accountability
when a teacher dwells on corrective behavior longer than needed or on a lesson longer than required for most students' understanding and interest levels
the teacher holds the students accountable and responsible for their task performances
Educational Theories of Jacob Kounin [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
from http://www.helium.com/items/1925228-kounins-educational-theories-on-management-and-discipline.
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.
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
Lack of lesson smoothness and momentum
The teacher is aware of all events, activities, and student behaviors in the classroom
When a teacher has the students engaged in a lesson and something else attracts the teacher's attention
An effort to stop a misbehavior
What teachers do when they have two matters to deal with at the same time
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 teaches the same lesson for so long that students grow tired of the topic
when a teacher starts an activity and then leaves is "hanging in midair" by beginning another activity
effective teacher
engaged class
disruptive students
same as a dangle but the teacher does not resume the initiated, then dropped, activity
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disruptive students
ineffective teacher
disruptive class
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1. What was Jacob Kounin's profession?
2. Jacob Kounin's most famous contribution to education is his concept of...
3. Kounin was the first researcher to...
4. All of the following are characteristics of Withitness except...
5. The five main points of Kounin's work are Withitness, Overlapping, Momentum, Smoothness, and...
6. Momentum deals with how to manage...
7. Smoothness refers to...
8. Group focus occurs when...
9. The three parts of group focus are group alerting, group accountability, and...
10. Kia's favorite concept of Kounin's is...