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Teacher Behaviours Movement Management Group focus
withitness ripple effect satiation desists overlapping truncation flip-flop thrust slowdowns overdwelling jerkiness stimulus bound fragmentation dangles group alerting accountability
Teacher Behaviours
Withitness Desists Ripple effect Overlapping Satiation Momentum
1. Withitness
Definition: A word to describe that teacher always knows what is going on within his/her classroom. Example: aware of events, activities and students behaviour.
can tell whether behaviours contribute to/take away from learning situations
During discussion: - listens to students answer - watches for signs of comprehension /confusion - formulates the next question - scan class for possible misbehaviours.
While helping students with problem: -Handle disruptions - Monitor the rest of the class -Acknowledge other requests for assistance -Keep track of time
2. Desists
Definitions: attempts to stop a misbehaviour.
Advantages Drawbacks
Resulted in less-relaxed students. Reduced feelings of teacher helpfulness and likeability. Likely to misbehave for the next session due to being unaware of the consequences. (Kounin, 1970)
3. Ripple effect
Discipline directed to one student affects the behaviour of others.
Kounin told a student to stop reading newspaper and to pay attention to the lecture. While Kounin only told this one student to get on task, other students who were not on task suddenly put away what they were doing and started listening to the lecture.
The teacher reprimanded and warned the student who use Mandarin during an English lesson. The other students who are not using English will also get the impact from that particular student and start to use English.
Definitions: handling two or more activities or groups at one time, and avoiding fixating on one event at the expense of all other classroom activities (Reid, 2009). Ability to attend to two issues at the same time (Pryde, 2010). = multitasking Kounin found that teachers who can overlap are able to demonstrates withitness better.
4. Overlapping
if a teacher is conducting small group assignments, and a pair is off task, a teacher may address them from a distance while still conducting the activity. (The Kounin Model, 2008).
5. Satiation
Occurs when a teacher teaches the same lesson for so long that the students grow tired of the topic.
Too much input
Carry out activity that has a special intellectual challenge Make positive statement about the activity
Enrichment activities
6. Momentum
keeping the lesson moving briskly, requiring the teacher to plan effectively to avoid slow downs. By minimizing delays and interruptions, students will not lose interest and misbehave. Kounin believes that teachers should not lecture for a long period of time to allow students to gain knowledge trough classroom activities and maximizing their allotted time.
1.
making lessons short so students have time to work with other students in groups, which will let students elaborate on a certain subject and gain knowledge from other student's connections.
2.
Keep a folder to fill-in activities if a lesson takes less time than planned. Be sure to include activities of various lengths and for a variety of ability levels.
Movement Management
Pacing and the ebb and flow of instruction are important in the presentation of a lesson and the maintenance of appropriate student behaviour in the classroom.
Jerkiness
Thrust
Movement Management
Stimulus Bound
Fragmentation
Overlapping
Flip-Flop Truncation
Dangle
Jerkiness
Refers to the lack of lesson smoothness and momentum. For example, a teacher switch from one topic to another topic without sufficiently notifying the students.
Stimulus Bound
When a teacher has the students engaged in a lesson and something else attracts the teachers attention, that teacher is stimulus bound.
For example, while teaching, the teacher noticed that someone outside the classroom is called by the headmaster and they talked. The teacher distracted from the lesson in the class and making the students to realize that the teacher is being distracted. So students started to move from their seats to see what is going on outside.
Overdwelling
The teacher dwells on an issue and engages in a stream of talk that clearly lasts longer than the time needed for students' understanding. For example, a teacher is correcting Brians behaviour for throwing paper towards his friends during his lesson. The teacher then goes on to correcting other students behavior.
Overlapping
What teachers do when they have two matters to deal with at the same time. Similar with the idea of multitasking.
Dangles
A dangle occurs when a teacher starts an activity and then leaves it "hanging in midair" by beginning another activity. The teacher might resume the original activity.
Truncation
The teacher engages in a dangle, yet fails to resume the original, dropped activity. Might be described as a longer-lasting dangle.
Dangles
The students had just completed reading a story in their reading circle. As the teacher got up and walked toward the board, she said something like, "Let's look at these arithmetic problems on the board.
Truncations
The students were taking turns reading their answers to the arithmetic problems. As Mary was getting up, the teacher looked around the room and asked, Now, let's see. Suzanne isn't here. Does anyone know why Suzanne is absent today?"
Flip-Flops
The teacher is engaged in one activity and then returns to a previous activity that the students thought they had finished.
A teacher says, "All right, let's everybody put away your spelling papers and take your mathematics book"
The students put their spelling papers in their desk and, after most of the students have gotten out their mathematics' book, the teacher asks, "Let's see the hands of the ones who got all their spelling words right"
Fragmentation
The teacher engages in a type of slowdown; that is, the teacher breaks down an activity into subparts that could be taught as a single unit.
For example, the teacher tells each member of group to do something individually that could be performed by the group as a whole. In this instance, students have to wait for their turn and, while waiting, might begin to talk and engage in other misbehaviours.
Thrust
A thrust consists of a teacher's sudden "bursting in" on students' activities with an order, statement, or question without looking for or being sensitive to the group's readiness to receive the message.
Group Focus
Group focus
Definition: The teacher who uses appropriate instructional strategies and activities can keep the students focused on the lesson and can minimize behaviour problems. (Kounin, 1970)
Group alerting
According to Kounin, this refers to the degree which a teacher attempts to involve all learners in a learning tasks and maintain their attention.
Group accountability
Teachers hold the students accountable and responsible of their task performances.
Group focus
positive
negative
1. Positive: Teacher will keep the students in suspense regarding who will be called next by not calling on names when asking a question. Designing a file card with students name written on it. Shuffle the card frequently. Pull the card from the stack to decide which student will answer the question.
Negative: Teacher puts the names before a question. For example: Linda, what is a noun?
Advantages
Disadvantages
Students do not learn a lesson from the use of DESIST because the desists are used to stop behaviours immediately rather than to teach a more appropriate way to behave
Resulted in less-relaxed students and reduced feelings of teacher helpfulness and likability. (Kounin, 1970)
Students in middle and secondary school might not be affected by Kounins ripple effect, but students in elementary school does.
This model does not address the issue of teaching learners to discipline themselves.
Conclusion
This is a very useful and effective instructional management in keeping students to focus on learning and minimize behavioural problems.(If teachers are able to demonstrate appropriate teaching behaviours, maintain appropriate instructional momentum, work toward group focus and plan a learning environment that is conducive to learning.)
References
Approaches to Classroom Mangement. (2010). Retrieved January 21, 2014, from http://www.sagepub.com/mooreteachingk8/study/chapter/extensions/ 74554_03ee1.doc Kounin, J. S. (1970). Discipline and group management in classrooms. New York, NY: Holt, Rinehart & Winston Lee, M. M., & Bucher, K. T. (2010). Classroom Management : Models, Applications, and cases (2nd ed.). London, UK: Pearson PLC. Reid, K. (2009). Kounin Model of Classroom Management Lesson Movement. Retrieved January 21, 2014, from http://www.studymode.com/essays/Classroom-Management1135452.html Pryde, C. (2010). Classroom Theorist Presentation: Jacob Kounin.