1. Exploring the Theories of Instructional Management: Jacob Kounin
Kounin’s Model
Positive Teacher Behaviors
Negative Teacher Behaviors
Effectiveness of Applications
Conclusions
By Erika and Dennis

2. Introduction to Kounin’s Model
Jacob Kounin
Degrees in child and clinical psychology
Interested in educational psychology
Member of several professional associations
Wrote a book titled Discipline and Group Management in Classrooms (1970)
Key Concepts
Teacher behavior: withitness, desists, etc.
Movement management: pacing and the ebb and low of instruction
Group focus: appropriate instructional strategies and activities

3. The Kounin Model Philosophical and Psychological Foundations
Teachers may affect learners behaviors both positively and negatively
William Wattenberg
Counteract mischief by keeping them productively busy
Teacher’s Roles and Responsibilities
The teacher is primarily responsible for the learners’ behaviors
Clear transitions
Know what is going on
Maintain instructional momentum
Work toward group focus
Learning environment that is conducive to learning
= effective classroom managers

4. Positive Teacher Behaviors for Applying Instructional Management
With instructional activities
Teacher withitness
Desists
Overlapping
Group Focus

5. With Instructional Activities
Clear procedures
Zone of proximal development
Focus on all
Pace instruction
Instructional contents that are relevant and challenging
Appropriate instructional behaviors
Elementary:
Model
Music for transitions
Secondary:
Breaks

6. Teacher Withitness What is withitness?
It is the idea that effective teachers are aware of all events activities, and student behaviors in the classroom and that they convey that knowledge to students
Multi-tasking; being able to do more than one thing at a time

7. Activity
Take 2-3 minutes to think with your group of a possible scenario where a teacher demonstrates withitness.
Plan a brief skit to share it with the class.

8. Desists Efforts to stop misbehavior
Have the potential for a ripple effect
They can be threatening!
Firmness and roughness vs. clarity
Depending on the circumstances teachers must quickly determine if they should handle a misbehavior with a desist of more subtly

9. Would you use a desist or a quieter action?
Let’s VOTE!
Would you use a desist or a quieter action?

10. Overlapping
It is what teachers do when they have two matters to deal with at the same time
Multitasking
Simultaneous multiple stimuli
For example, correcting a student’s misbehavior and never breaking instructional momentum
It is an essential skill!
Withitness

11. Group Focus
Group alerting: the degree to which a teacher attempts to involve all learners in learning tasks, maintain their attention, and keep them “on their toes”
Creating “suspense”
Group accountability: the idea that the teacher holds the students accountable and responsible for their task performances
Use checklists and task cards
Student misbehavior decreases
Know when and how to use them

12. Negative Teacher Behaviors for Applying Instructional Management
Satiation – an occurrence when a teacher
elongates a lesson the to the point of
exhaustion

13. THE REMEDY! “Read” the class Prepare for alterations
Be positive and adaptable

14. Jerkiness – the characteristic of a lesson
that lacks smoothness and momentum.
Students are confused by the lack of
relevance and transition.
REMEDY: avoid beating around the “Bush”
Subside from asking irrelevant questions, and ask students to keep unrelated questions to themselves until a lesson is finished.

15. Stimulus Bound – the loss of momentum
in a lesson when a teacher is disrupted
by another train of thought.
Remedy: stay focused and on your job
Recognize what could be
a potential distraction and
avoid them.
Otherwise, your lesson may
get kicked in the face!

16. Remedy – if it ain’t broken, don’t fix it!
Thrust – Similar to stimulus bound, thrusts happen when a teacher “butts” in on students already in motion with one focus; resulting in a disruption. Whether intentional or not, thrusts cause an instant termination in momentum because the disruption is initiated by the teacher.
Remedy – if it ain’t broken, don’t fix it!
Just let things be if there isn’t anything to say. If attentive direction is needed, address the obstacle in a way that does not destroy momentum.

17. Remedy – Stick to the plan, dude
Dangles, Truncations, and Flip-Flops - Dangles occur when a teacher abruptly stops a lecture or activity, and does not return to it for a long period of time. Truncations happens when you never return to the initial activity. Flip-Flops take place when a teacher disrupts one activity with another, and then tries desperately to return to the primary activity only to find failure.
Remedy – Stick to the plan, dude
There is so much that a teacher desires for their students to know, but if forcing too many ideas into one course of action can be confusing. Just keep it simple.

18. Slowdowns (Over Dwelling and Fragmentation )
Over Dwelling: a teacher “sticks” to the point of obsession on correcting one behavior that he/she loses the momentum of a whole class
Fragmentation: an over bearing breakdown of an activity into unnecessary microscopic steps that causes a loss of attentiveness due to narrowness

19. Remedy – allow the students to create their own answers instead of answering everything for them
If you feel like you are giving a longwinded lecture, see how long it has been since you have questioned the students. It’s all about pacing.

20. We FINALLY reach the

21. Conclusions trengths WITHITness!!! DESISTS!!!
I am there, even when you think I’m not, I AM THERE!!!!
DESISTS!!!
You will obey, and it will RIPPLE towards others
OVERLAPPING!!!!
I can take care of you, and everyone….AT THE SAME TIME!

22. Weaknesses Satiation: The longest lecture in the world
A plus B equals….wait, how did we get here?
were we talking about again?
Jerkiness:
And that class is how….is that a squirrel in the window?
I wonder what Justin Bieber is doing right now…
Stimulus bound:
“…the land of the free, and the home of the…
WHAT’s THE DEAL WITH CORN NUTS!?
Thrust:
Dangles and Truncations:
And the answer to the question is….
(years later) ZZZZzzzzzzzzz

23. Weaknesses (cont.) Slowdowns: Over dwelling -
Photosynthesis uses light to create energy. Do you get it?
Okay good. Let’s go into more detail for no reason!!
“Tis’ better to over prepare to the point where you can’t do anything than to straight up do it”
-anonymous fragment teacher
Fragmentation -
Okay, let’s stop everything right now, and do something else.
Now, remember what we did first in order to make logical sense!
FLIP FLOPS:

24. Conclusions
Rule #1
WORSHIP
JACOB S. KOUNIN

25. Conclusions
Rule #2
Question and Refine
Jacob S. Kounin

26. Questions?