Cambridge Advance Learners Dictionary (3rd Edition)

THEORIES OF INSTRUCTIONAL MANAGEMENTJacob KouninPrepared by:Joanne Lian Li FangPISMP Sem 5TESL (SJKC)Jacob kouninFounder of the theoryAn educational theoristBest-known work was done in the 1970s, where he conducted two major case studiesTesting his theories over twenty years of workAnalyzed thousands of hours of tapes of classes on a variety of grade levels and in a variety of neighborhoods and communities

Books Kounin presents his novel Discipline and Group Management in Classrooms(1977), which is based on the integration of instructional and disciplinary aspects of the classroom.

Kounins Principle Teachings Teacher need to be more attentive to all aspects of classroom.

Effective teacher keep students attentive and actively involved.

Teacher should be able to attend to two event/activities at the same time. Activities should be enjoyable and challenging.INSTRUCTIONAL MANAGEMENTFocused on a teachers ability to affect students behavior through instructional managementIncorporated both the instructional and disciplinary aspects of the classroom together.Teachers who use effective instructional management keep their students focused on learning tasks and minimize behavior problems.

KEY CONCEPTS OF KOUNINS MODEL OF DISCIPLINE KEY CONCEPTS OF KOUNINS MODEL OF DISCIPLINE Ripple effect Withitness Movement management Momentum Smoothness Transitions Maintaining group focus Satiation Overlapping Ripple EffectBy correcting the misbehaviour of one student it can positively influence the behaviour of another students. E.g. : Teacher gives encouragement or reprimands can continue or stop students' behavior.

The teacher should have the skills to be able to know what is going on in the classroom at all times.

In a sense the teacher should have eyes in the back of their head.

WithitnessExp: If students are off-task and fooling around, the teacher needs to send a clear message that communicates to the students that the teacher sees that they are not working and they need to get started.

The effectiveness of withitness is increased when the teacher can correctly identify the student who is the instigator of the incident.

OverlappingAbility to attend to two or more issues / students at the same time. - Has the ability to multitask. - Students are more likely to stay on task if they know that the teacher is aware of what they are doing.e.g. : Teacher monitor students behavior at the same time continue teaching process.

Movement Management Transitions:- Keeping lessons moving with avoiding abrupt changes.Smoothness: Smooth transitions between activities.Avoid going off topic.Momentum:Appropriate pace and progression through a lessonAt a consistent flowTeachers must be well prepared.Maintaining Group Focus:Students are prepared for the content of the lesson.Keep the whole class involved and interest.maintain group alertness

Momentum

Teachers should be able to make easy transitions from one activity to another. Momentum must be at a consistent flow. The teacher must be prepared and know the activity well because the teacher must be prepared for any changes that may occur that effect the activity.

Smoothness The teacher sets a direction and does not lose focus on their lesson. The teacher avoids going off topic.

The teacher lets the students know what is going on throughout the day and they stick with that schedule.

The teacher is able to transition the students from one activity to another without having too many disruptions.

Maintaining Group Focus The teacher sets a direction and does not lose focus on their lesson. The teacher avoids going off topic. The teacher lets the students know what is going on throughout the day and they stick with that schedule. The teacher is able to transition the students from one activity to another without having too many disruptions.

SatiationBeing satisfied and unable to take on moreStudents start to get bored. Solutions :

Offering challenges throughout the lessonBeing enthusiasticAdding variety to the lesson

INSTRUCTIONAL MANAGEMENT THEORY

STRENGTHS AND WEAKNESSES

strengths

STRENGTHSTeacher affects the students behavior positively and negatively

Behavior problems are reduced to a minimum

Smooth teaching and learning processes

Create a positive classroom environment

weaknesses

weaknessesOverdwellingOverlapping loses effectiveness when withitness is overlookedIt is almost impossible for a teacher to know everything that is happening in the class at all timeTeacher can lose control over a destructive students

Dealing with destructive behavior studentsSOME OF THE STRATEGIES THAT CAN BE APPLIED IN THE PRIMARY ESL CLASSROOM

EXAMPLE OF SITUATION:

RIPPLE-EFFECT

PROBLEMS..Dona was not paying attention in the class. She always disturbed her friends and loved to play around in the class. Mr. Jake managed that behavioral problem by punishing her. She was asked to go in front of the class and recited a poem aloud. The other students who make a lot of noises in the class tend to behave well because they did not want to be punished by Mr. Jake.

WITHITNESSPROBLEM..Mr.Jake taught English to the Year 4 students. While Mr. Jake is teaching they were making a lot of noises. Mr. Jake called them by names. He was able to call the names of the students who make those noises even without facing their face. Plus, he always make eyes contact with all of the students in the class. He told them that he got eyes on his back.

HOW INSTRUCTIONAL MANAGEMENT THEORY IS PRACTICLE IN LOCAL PRIMARY ESL CLASSROOM

It is seen that the strategies suggested by Kounin is working in both situations, the students negative behaviors are put to stop almost immediately to ensure the teaching and learning processes runs smoothly.The problems mentioned above happened in most of the local primary ESL classroom.It arises due to the Misbehavior of the studentsBy applying the Instructional management strategies in the local primary ESL classroom it helps the teacher to solve the problems effectively.

Teacher should take charge of the class be aware and control the situation ensure the behavioral problems of the students can be avoidedConclusionThe techniques advocated by Kounin for class control are all intended to create and maintain a classroom atmosphere conducive to learning. By keeping students busily and happily engaged, behaviour problems are reduced to a minimum.

Kounin does not believe that teachers' personality traits are particularly important in classroom control. What is important, he insists, is teacher's ability to manage groups and lessons.

ReferencesAndrius , J. (2011).Teacher matters: The Kounins model of discipline. Retrieved on June 9, 2012, from http://www.teachermatters.com/classroom-discipline/models-of-discipline/the-kounin-model.html

Kounin, J. (1977). Discipline and group management in classrooms. Malabar, FL: Krieger Publishing Company

Scarpaci, R. T. (2007). A case study approach to classroom management. Boston, MA: Pearson Education Inc.