Kounin’s Concepts for Managing Whole-Group Instruction Classroom Management for Elementary Teachers CHAPTER 5- Planning and Conducting Instruction Evertson and Emmer © 2009 by Pearson / Merrill

Three Related Concepts Preventing Misbehavior Managing Movement Maintaining Group Focus

Preventing Misbehavior Withitness communicating general awareness of the classroom to the students identifying and correcting misbehavior promptly and correctly

Preventing Misbehavior Overlapping attending to two or more simultaneous events

Managing Movement Momentum keeping lessons moving briskly

Managing Movement Smoothness staying on-track with the lesson avoiding digressions / divergences

Maintaining Group Focus Group alerting engaging the attention of the whole class while individuals are responding

Maintaining Group Focus Encouraging accountability communicating to students that their participation will be observed and evaluated

Maintaining Group Focus High-participation formats using lessons that define behavior of students when they are not directly answering questions

Common Problems with Managing Movement Dangle Teacher leaves a topic or activity “dangling” to do something else or insert new material Flip-Flop A topic that is left over from an earlier activity is inserted

Common Problems with Managing Movement Thrust New information is inserted when students are involved in another activity Stimulus-bound Teacher is distracted and draws the class’s attention to it and away from the lesson

Common Problems Poor Transitions Lack of Clarity` Lack of teacher readiness Unclear student expectations Faulty procedures Lack of Clarity` Incoherent sequence Too few examples or illustrations Failure to check for comprehension Insufficient practice

Checklist 5 (pp. 118-120)