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Jacob Kounin

Biography

3 Key Concepts

3rd Key Concept: Group Focus

1st Key Concept: Teacher Behavior

  • Group Focus
  • Group Alerting
  • Accountability
  • Withitness

  • Desists and Ripple Effects

  • Overlapping

  • Satiation

2nd Key Concept: Movement Management

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.

  • Jerkiness
  • Stimulous Bound
  • Thrust
  • Dangles
  • Truncation
  • Flip Flop
  • Overdwelling and Fragmentation

Kia Douglas

EDUC 536

November 30, 2016

Dr. Reilly

Kounin's Model - 3 Key Concepts

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.

Classroom Management

Rocks!!!!!

Without Effective Classroom Management

Movement

Management

Group Focus

Group Focus

Group Alerting

Accountability

Jerkiness

Stimulus Bound

Thrust

Dangle

Truncation

Flip-Flop

Overdwelling

Fragmentation

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

Movement Management (ctd.)

Group Alerting

Flip-Flop

References

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

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

  • look at a student or mention his or her name
  • propose an alternative behavior
  • let the student describe the desired behavior

Overdwelling

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

Using Kounin's model in the Classroom

Fragmentation

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

Group Focus:

Teacher Behavior

when a teacher makes a conscientious attempt to keep the attention of all members of the class at all times

Movement Management

Jerkiness

Lack of lesson smoothness and momentum

Withitness

The teacher is aware of all events, activities, and student behaviors in the classroom

Stimulus Bound

Desist

When a teacher has the students engaged in a lesson and something else attracts the teacher's attention

An effort to stop a misbehavior

Withitness

Desists

Overlapping

Satiation

The Ripple Effect

Overlapping

Thrust

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

Satiation

When a teacher teaches the same lesson for so long that students grow tired of the topic

Strengths

When a teacher corrects one student who is misbehaving and the behavior "ripples" to other students, causing them to behave

Dangle

when a teacher starts an activity and then leaves is "hanging in midair" by beginning another activity

  • •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

effective teacher

engaged class

disruptive students

Truncation

same as a dangle but the teacher does not resume the initiated, then dropped, activity

Weaknesses

=

+

  • •Model is teacher-centered•
  • Provides rich insight about preventing misbehavior but little insight about correcting misbehavior•
  • Researchers dispute the accuracy of withitness

disruptive students

ineffective teacher

disruptive class

+

=

This Could Be You!!!!!

Exit Ticket

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...

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