Jacob S. KouninJacob S. Kounin

Classroom Management Classroom Management TechniquesTechniques

Who is Kounin?Who is Kounin?

Kounin is a classroom behaviourist theorist Kounin is a classroom behaviourist theorist

Best known for his two studies done in Best known for his two studies done in 19701970

He wrote the book, "Discipline and Group He wrote the book, "Discipline and Group Management in Classrooms" Management in Classrooms"

Kounin worked to combine both discipline Kounin worked to combine both discipline and learning in the classroomand learning in the classroom

Kounin believed that organization and Kounin believed that organization and planning are key to engaging studentsplanning are key to engaging students

This relationship is characterized by This relationship is characterized by proactive teacher behaviour along with proactive teacher behaviour along with student involvement in learningstudent involvement in learning

RationaleRationale

Focuses on preventative discipline: Focuses on preventative discipline: using techniques and strategies to using techniques and strategies to prevent misbehaviours from prevent misbehaviours from occurring.occurring.

Case Study:Case Study:

Give suggestions of what proactive Give suggestions of what proactive discipline isdiscipline is

Examples of proactive discipline (what Examples of proactive discipline (what does it look like in the classroom?)does it look like in the classroom?)

Achieving Classroom Achieving Classroom Management Through Management Through Preventative DisciplinePreventative Discipline

Key Ideas:Key Ideas:

Ripple EffectRipple Effect

““Withitness”Withitness”

OverlappingOverlapping

Movement ManagementMovement Management SmoothnessSmoothnessMomentumMomentumGroup Focus and AccountabilityGroup Focus and Accountability

Strategy 1: Ripple EffectStrategy 1: Ripple Effect

By correcting the misbehaviour of By correcting the misbehaviour of one student it can positively one student it can positively influence the behaviour of anotherinfluence the behaviour of another

Strategy 2: ‘Withitness’Strategy 2: ‘Withitness’

Awareness of what is going on in all Awareness of what is going on in all parts of the classroomparts of the classroomTeachers have eyes on the back of Teachers have eyes on the back of

their heads!their heads!

Classroom layout benefits the Classroom layout benefits the teachers ability to see all students at teachers ability to see all students at all timesall times

Strategy 3: OverlappingStrategy 3: Overlapping

When teachers can effectively tend to When teachers can effectively tend to two or more events simultaneously two or more events simultaneously

Students are more likely to stay on Students are more likely to stay on task if they know that the teacher is task if they know that the teacher is aware of what they are doing (body aware of what they are doing (body language)language)

Strategy 4: Movement Strategy 4: Movement ManagementManagement

Smoothness:Smoothness:Smooth transitions between Smooth transitions between

activitiesactivities

Momentum:Momentum:Appropriate pace and progression Appropriate pace and progression

through a lessonthrough a lesson

Group Focus and Accountability:Group Focus and Accountability:Keep the whole class involved and Keep the whole class involved and

interestedinterested

When Managing the When Managing the Classroom, Try to AVOIDClassroom, Try to AVOID

Dangling: Dangling: Teacher leaves a topic and Teacher leaves a topic and

introduces new, unrelated materialintroduces new, unrelated material

Flip-flop: Flip-flop: like dangling, except that the like dangling, except that the

teacher inserts left-over materials teacher inserts left-over materials from a previous lessonfrom a previous lesson

Avoid…Avoid…Thrust:Thrust: teacher forgets to give clear teacher forgets to give clear

instructions at the appropriate time of instructions at the appropriate time of a lesson.a lesson.

Teacher must then re-explain the Teacher must then re-explain the instructions to each student on an instructions to each student on an individual levelindividual level

Stimulus-bound:Stimulus-bound:Teacher is distracted by an outside Teacher is distracted by an outside

stimulus and draws the class’s stimulus and draws the class’s attention to itattention to it

Classroom ApplicationsClassroom ApplicationsBe aware of what is happening around the Be aware of what is happening around the classroom.classroom.Intervene before misbehaviours escalate.Intervene before misbehaviours escalate.Use routines, explanations and smooth transitions Use routines, explanations and smooth transitions to gain the attention of the students.to gain the attention of the students.Keep all students involved through constant Keep all students involved through constant supervision and accountability.supervision and accountability.Reduce off task behaviour and boredom by Reduce off task behaviour and boredom by creating challenges, extending tasks, providing creating challenges, extending tasks, providing progress and adding variety.progress and adding variety.Be able to attend to more than one event at the Be able to attend to more than one event at the same time.same time.

Note: Classroom management is most effective Note: Classroom management is most effective when these applications are applied at the when these applications are applied at the beginning of the school year.beginning of the school year.

ReferencesReferencesKounin 1970Kounin 1970http://www.educ.uvic.ca/epls/faculty/rowles/kounin1.htmhttp://www.educ.uvic.ca/epls/faculty/rowles/kounin1.htm

Jacob KouninJacob Kouninhttp://scied.gsu.edu/Hassard/mos/10.2.htmlhttp://scied.gsu.edu/Hassard/mos/10.2.html

Kounin, Jacob from WikEdKounin, Jacob from WikEdhttp://wik.ed.uiuc.edu/index.php/Kounin,_Jacobhttp://wik.ed.uiuc.edu/index.php/Kounin,_Jacob

Learning Environment Article from The Premiere Website for Health and PhysicalLearning Environment Article from The Premiere Website for Health and PhysicalEducation http://www.pecentral.org/climate/april99article.htmlEducation http://www.pecentral.org/climate/april99article.html

Maine Education AssociationMaine Education Associationhttp://www.maine.nea.org/index.htmhttp://www.maine.nea.org/index.htm

The Kounin Model from Approaches to DisciplineThe Kounin Model from Approaches to Disciplinehttp://www.solwebs.net/sgfl/teaching/discplan/koun1.htmhttp://www.solwebs.net/sgfl/teaching/discplan/koun1.htm

West Dunbartonshire CouncilWest Dunbartonshire Councilhttp://www.wdcweb.info/home/http://www.wdcweb.info/home/