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Theory of InstructionalManagement

*Jacob Kounin*EvonIntanWawa

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The Kounin Model ofDiscipline

Definition: Accordin to Andrius !n"d"#$ %ood

classroo& be'aviour de(ends oneffective lesson &ana e&ent$es(ecially on (acin $ transitions$alertin $ and individualaccountability"

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Kounin!s Key Ideas W'en teac'ers correct

&isbe'aviours in one student$ itoften influences t'e be'aviour of

nearby students" 'is is known ast'e ripple effect " eac'ers s'ould know w'at is oin

on in all (arts of t'e classroo& at allti&es" ,ounin called t'is awareness$!withitness! "

'e ability to (rovide s&oot'

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The "ipple #ffect

'e ri((le effect &ay occur as t'eteac'er gives encouragement$

E2: %ood$ I see t'at &any of you areal&ost finis'ed 4r as t'e teac'er gives

reprimands$ E2: I see a few (eo(le w'o &ay

'ave to stay in after class to finis'5

'e ri((le effect is &ost (owerful at

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%ithitness

Describe teac'ers6 &nowing whatwas going on in all areas of theclassroom at all ti&es"

'is trait is co&&unicated &oreeffectively by teac'ers6 be'aviourst'an by t'eir words$ and furt'er$ t'atit is effective only if students areconvinced t'at t'e teac'er reallyknows w'at is oin on"

,ounin found t'at if students

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'verlapping

The ability to attend to twoissues at the same time "

E9: A teac'er is &eetin wit' a s&allrou( and notices t'at two studentsat t'eir seats are (layin cardsinstead of doin t'eir assi n&ent"

'e teac'er could correct t'is eit'erby:

1" to((in t'e s&all rou( activity$walkin over to t'e card (layers and

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Movement Management

Important relationship betweenstudent behaviour andmovement within and betweenlessons " It &eans ('ysical&ove&ent of students or teac'ers$suc' as (acin $ &o&entu&$ and

transitions " eac'ers6 ability to &ove s&oot'ly

fro& one activity to t'e ne2t$ and to

&aintain &o&entu& wit'in an

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%rou( ;ocus Accordin to Wikibooks !*011#$ 'e teac'er can i&(le&ent t'is

strate y wit' several tec'ni ues:

A" Encoura e Accountability: Makestudents aware t'at t'ey will beraded for t'eir (artici(ation and

contributions to t'e rou("

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)pplication of the Model

Donna$ in Mr" >ake6s class$ is uitedocile" 'e never disru(ts class anddoes little sociali.in wit' ot'erstudents"

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)eferences Andrius, J.(n.d.). The Kounin Model of Discipline . Teacher

Matters. Retrieved at Jan, 28, 2013, from the e!sitehtt"#$$ .teachermatters.com$c%assroom&disci"%ine$mode%s&of&d

Reid, . (200 ). Kounin Model of Classroom Management,Lesson Movement. Retrieved at Jan 28, 2013, from thee!site htt"s#$$ .*oo*%e.com.m+$ur%sa-t rct-/ - esrc-s source- e! cd-1 ved-0 8 /

AA ur%-htt"43A4242 ho%+fami%+educ506. i'is"aces.com42 fi%e42 vie42 e%%+427Reid427 ounin427Mode%427of

427 %assroom4277ehavior.doc ei-RcM 9:7J;r5r fo ;?710 f@ v R 7?cuc 2A "7a si*2-" BCR

?%Do/v::6Ec5FMGi !vm-!v.C152CC2 ,d.!m' cad-r/a

FFFFFFF(2011). Classroom Management Theorists andTheories/ Jacob Kounin . Ei'i!oo's. Retrieved at Jan,

http://www.teachermatters.com/classroom-discipline/models-of-discipline/the-kounin-model.htmlhttp://www.teachermatters.com/classroom-discipline/models-of-discipline/the-kounin-model.html