Before beginning his work Kounin felt that most people thought that instruction and disciple were two separate entities. Instruction, the skills presented for. Kounin found that teachers who use effective instructional management keep their students focused on learning tasks and minimize behavior. According to Kounin, good classroom management depends on of the teacher moving the class from one instructional activity to the next.

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Is done by letting students know what is going to happen next in class and sticking to it example: Making a Difference as Scholar activists by: In showing students the connections between one subject to the next, using previous vocabulary to prepare students for learning new vocabulary, a teacher kkounin show overlapping.

Exploring the Theories of Instructional Management: Jacob Kounin by Casey Wun on Prezi

The 1 secret to teaching students classroom rules: Please copy and paste this embed script to where you want to embed Embed Script. Momentum refers to the force and flow of a lesson. The students can facilitate a discussion.

From Wikibooks, open books for an open world. Smoothness is maintaining direction in the lesson and not being diverted by irrelevant incidents.

It is very important that elementary instructors maintain their energy kounln enthusiasm when presenting to their students. In a high school setting, a teacher needs to incorporate all of the aspects of Kounin’s philosophy in their teaching practice. When instructing one group, a teacher should be able to acknowledge difficulties that students outside of the group may be having so that instruction may continue.


He cannot seem to focus on one activity till he knows what is coming next. Manaegment from one activity to another without disruptions.

Theory of Instructional Management by Jacob Kounin

For example, if a student is done with an assessment or an assignment early have something for them to do such as moving on to another assignment, reading a book, or a quiet enrichment exercise.

Using smoothness, what could you do as a teacher to prevent Brad from yelling out? The teacher can have students make hand gestures, that will tell the teacher whether the student has a comment or question concerning the lesson. Does anyone know why Suzanne is absent today?

For example, a teacher switch from one topic to another mangaement without sufficiently notifying the students. When every student always has something to do, each will not become bored and find off-task behavior to engage in. The rules must be taught on a daily basis over a period of weeks or even months and then reinforced. Momentum is the flow of instructiknal lesson. Teachers need good lesson movement. The teacher should make lectures short to allow students to group together and move around to gain more knowledge of the content.

Ability to have steady movement throughout a lesson.

Theory of Instructional Management by Jacob Kounin – Free Download PDF

Often classroom misbehavior increases when a classroom moves from one task or activity to another. When one student is about to throw a paper airplane or punch his friend in the shoulder, the teacher can make eye contact with him and shake his head.


An example of overlapping could be when a teacher gives a student individual feedback at one station and also monitors the performance of other students in the room. Maintaining such momentum and having a steady sense of movement throughout the lesson helps engage the learners in activities and helps prevent student misbehavior.

Overlapping is the ability for a teacher to in a word, multi-task. Views Read Edit View history.

Classroom Management Theorists and Theories/Jacob Kounin

The teacher may also want to make a respectable suggestion to inform the student that their behavior is unacceptable. The belief is that doing this will show other students that they will not get away with this either.

The teacher could have a visual of a pocket chart to show where that group will be during the time granted. Student behavior is influenced by the smoothness and effectiveness of transitions between tasks in a lesson. This Lesson Movement is achieved through withitness, overlapping, momentum, smoothness, and group focus.

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