Theories of Instructional Management - Rani - Su - Jess - TSL3

THE CLASSROOM MANAGEMENT THEORIES
(TSL 3109)
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Jacob Kounins Theories of Instructional Management
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A Presentation by:
Josephine Meriam ak Ungang
Suraya bt Jamain
Rani a/p Arumugam
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RANI ARUMUGAM, SURAYA BT JAMAIN & JOSEPHINE MERIAM AK UNGANG, PPG TSL 1 ( JUN 2011 INTAKE)
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- Born in 1912, Cleveland, Ohio

-Specialised in classroom behaviour and discipline -Best known for his studies completed in the 1970s on classroom management
- Research was based on video tapes on 80 elementary

school classrooms ( 5 yrs to complete)
- Wrote two books (1970s) : Teachers and Children Discipline and Group Management in Classrooms.
RANI ARUMUGAM, SURAYA BT JAMAIN & JOSEPHINE MERIAM AK UNGANG, PPG TSL 1 ( JUN 2011 INTAKE) 5
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- developed theories about classroom
management that were based around a teachers ability to organise and plan in their classrooms while using proactive behaviour and high student involvement
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-effective lesson management depends on good classroom management
-integrate instructional & disciplinary aspect of the classroom

- focuses on preventive discipline
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- effective classroom management skills prevent misbehaviour or discipline problem to occur - misbehaviours are dealt with immediately - teachers need to be attentive at all time
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- activities should be enjoyable and challenging - keep learners actively involved in every stages of lesson - good organisation and planning = effective classroom
management
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-The goal of classroom management is to create an environment that stimulates and motivates learners to learn
- Effective teachers use certain techniques / strategies to
effectively manage students, lessons, and classrooms so as to reduce the incidence of misbehaviour
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Ripple Effect Satiation Withitness
Group Focus
Overlapping
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Movement Management
RANI ARUMUGAM, SURAYA BT JAMAIN & JOSEPHINE MERIAM AK UNGANG, PPG TSL 1 ( JUN 2011 INTAKE) 11
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3.1. Ripple Effect

happens when a teachers action of correcting a learners misbehavior also positively affect the other learners nearby
more effective if a teacher clearly state the unacceptable behaviour and provides the reasons why it is unacceptable
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3.2 Withitness
- be aware of what is taking place within the classroom at any given time - students also need to know that the teacher is aware / withit
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3.2 Withitness
- be aware of any sights / sounds
- well planned seating arrangement - scan the room from times to times
- face the rest of the class when working with a single learner
- deal with misbehaviour immediately

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3.3 Overlapping
the ability to attend to multiple classroom events at one time
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3.4 Movement Management

-involves the movement within and between lessons LESSON
SMOOTHNESS
MOMENTUM
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(a) SMOOTHNESS - ability to stay on track with the lesson - maintaining smooth transitions between activities - not drift off or be diverted with irrelevant questions and information or fall victim to dangles, flip flops, or truncation.
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(a)SMOOTHNESS * * avoid abrupt changes * dangles - Teacher leaves a topic or activity dangling in order to do or say something else * flip flops - Like a dangle, except that the topic inserted is left from an earlier activity * truncation - The teacher does not resume the initiated
activity, but drops it.
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(b) MOMENTUM - refers to the force and flow of a lesson - requiring the teacher to plan effectively to avoid slow downs - keeping lessons going, preventing - actively engaged learners in activities - helps prevent misbehaviour
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3.5 Group Focus

(C)GROUP ALLERTING - is a technique to keep the entire class involved in the learning process - hold students accountable and responsible for a task. - Encourage accountability for e.g by telling that their participation will be observed or evaluated
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3.5 Group Focus

- depends upon students understanding and accepting that they themselves are responsible for their own academic and social behaviour
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3.6 Satiation
- means being satisfied or having enough * * * * Reduce satiation by: providing a feeling of progress offering challenges throughout the lesson being enthusiastic adding VARIETY to the lesson
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- So
basically...
- Prevent misbehavior : With-it-ness and overlapping
Manage the Lesson : Momentum and smoothness Maintain Focus : Group alerting and student accountability
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- methods of withitness helps teachers to take control of the class

- group alerting helps learners to stay focus on the lesson,
tasks, etc
- movement management helps in the smooth transitions
of activities - overlapping provides teachers with control over several activities

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- teachers avoid satiation by making lessons more
interesting
- stresses upon smooth transition in order to achieve a
precise momentum to teach a lesson appropriately.
- helps prevent misbehaviours

- encourages proper lesson planning
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-Teachers can lose track of time when dealing with misbehaviour

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-impossible to monitor every single learner at all times.

- teacher cannot always point out a learners
strength/weaknesses.
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-Impossible for the teacher to get every learner involved in a lesson, activity
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- non-verbal methods should be used before a verbal desist correction of learners misbehaviour - shows to avoid discipline problems but not how to solve
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Ripple Effect teacher can correct a misbehaviour by using one student as the instigator, other students within the classroom normally will correct their misbehaviour as well
e.g. a teacher reprimands a learner for not submitting his homework
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Withitness teacher should be alert of any activities at all time - seating arrangement is designed for easier monitoring too - misbehaviour should be dealt with immediately
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Overlapping design activities, worksheet by taking into consideration learners different proficiency levels, learning styles - if a student finishes an assignment early they can read a book, start on another assignment
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Smoothness 1 - Avoid : dangles, flip flops or truncate
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Momentum make teaching or lecturing short so learners have time to work with other students in groups, which will let them to elaborate on a certain subject and gain knowledge from other learners connections
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Group Focus design more group work activities to allow pupils to collaborate and cooperate
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Group Focus design more group work activities to allow pupils to collaborate and cooperate - hands-on activities may have an impact on some students which can help them remember what they learned better - encourage groups to assign roles and responsibilities to group members (inculcate sense of accountability)
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Yes, they do to certain extend

-Easiest to apply in the ESL classroom.
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(1) - teaching style affects learners behaviour Teacher = educator + mould learners behaviour
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(2) - planning and organisation = keys to engagement * smoothness of flow of lesson, little room for misbehaviour
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(3) - focus on :
-active learning, challenging activities, group and individual work, teaching to different learning styles
* to avoid boredom
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(4) - focus on preventive discipline

* be alert, active participation, fun & engaging activities
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(5) - Prevent Misbehaviour * withitness & overlapping

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(6) - encouraging accountability * learners responsible for academic performance and behaviour
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(5) - group alerting * ensure active participation of all learners / undivided attention
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(6) - momentum * to avoid dwelling on understood concept

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(7) - overlapping * to avoid dwelling on understood concept

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(1) - classroom layout

arrangement of furniture, seating plan learners can be seen and monitored easily help to anticipate potential behaviours make young learners feel safe (constant supervision & care)
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(2) - Provide assistance

pupils should be encouraged to seek for assistance at all times
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(3) - Work mode

avoid grouping students in such a way that might lead to too much talking and playing
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(4) - Routines and procedures

establish and teach learners routines and classroom procedures (collecting and distributing handouts, homework) be consistent
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(5) - Develop lesson at appropriate level

based on learners proficiency levels, learning needs, styles
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(6) - Demonstrate appropriate instructional behaviours

Withitness, group alerting
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(7) - Avoid satiation
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Thank you for your undivided attention!
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THE CLASSROOM MANAGEMENT THEORIES

Jacob Kounins Theories of Instructional Management

Rani a/p Arumugam

- Born in 1912, Cleveland, Ohio

- Research was based on video tapes on 80 elementary

- developed theories about classroom

-effective lesson management depends on good classroom management

-integrate instructional & disciplinary aspect of the classroom

- Effective teachers use certain techniques / strategies to

Ripple Effect Satiation Withitness

3.1. Ripple Effect

- deal with misbehaviour immediately

the ability to attend to multiple classroom events at one time

3.4 Movement Management

3.4 Movement Management

3.4 Movement Management

3.4 Movement Management

3.5 Group Focus

3.5 Group Focus

- Prevent misbehavior : With-it-ness and overlapping

- methods of withitness helps teachers to take control of the class

of activities - overlapping provides teachers with control over several activities

- teachers avoid satiation by making lessons more

precise momentum to teach a lesson appropriately.

- helps prevent misbehaviours

-Teachers can lose track of time when dealing with misbehaviour

-impossible to monitor every single learner at all times.

e.g. a teacher reprimands a learner for not submitting his homework

Smoothness 1 - Avoid : dangles, flip flops or truncate

Yes, they do to certain extend

(4) - focus on preventive discipline

(5) - Prevent Misbehaviour * withitness & overlapping

(6) - momentum * to avoid dwelling on understood concept

(7) - overlapping * to avoid dwelling on understood concept

(1) - classroom layout

(2) - Provide assistance

(3) - Work mode

(4) - Routines and procedures

(5) - Develop lesson at appropriate level

(6) - Demonstrate appropriate instructional behaviours

(7) - Avoid satiation

Thank you for your undivided attention!

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