Kounin Model 1

Kounin Model of Classroom Management Lesson Movement

Kelly Reid

EDUC 561 Summer 1 rofessor Rosemary armigiani 6!"#!$%

Kounin Model " &ou are t'e tea('er of a 5t' grade (lass) *+o students finis'ed t'eir assignment early, one student arrived late, and one student is not attem-ting t'e assignment) .eing a/le to 'ave t'e s0ills to 'andle situations li0e t'is ta0es -ra(ti(e and e1-erien(e) *'e s0ills t'at are re2uired are t'e ones t'at (om-lete 3a(o/ Kounin4s Classroom Management Model, Lesson Movement) Kounin4s t'eory on (lassroom management +as t'e first to integrate instru(tional and dis(i-linary as-e(ts of t'e (lassroom) *'e /asis of t'e model is for tea('ers to /e organi5ed, -re-ared, and use -roa(tive /e'avioral management (om/ined +it' 'ig' student involvement +it' t'e goal of leading to a more effe(tive (lassroom +'ile minimi5ing disru-tive /e'avior) Kounin (oins 'is t'eory as Lesson Movement, (om-rised of te('ni2ues (alled6 +it'itness, overla--ing, momentum, smoot'ness, and grou- fo(us 7Classroom Management *'eorist and *'eories!3a(o/ Kounin, "$$%8) 9it'itness is t'e a/ility of a tea('er to 0no+ everyt'ing t'at is going on in 'is!'er (lassroom at all times to -revent dis(i-line -ro/lems /efore t'ey o((urred) :o+ever, as im-ortant as it is for tea('ers to a('ieve t'is s0ill, it is ;ust as im-ortant for students to /elieve t'ey t'eir tea('er is +it'it) Students +ill still a(t disru-tively if t'ey feel t'e tea('er does not noti(e t'em) Some +ays t'at tea('ers (an dis-lay t'is te('ni2ue are6 (onsistently su--ress mis/e'aviors of e1a(tly t'ose students +'o /egan t'e -ro/lem< dealing +it' t'e more serious of t+o dis(i-line -ro/lems o((urring simultaneously< and de(isively 'andling off=tas0 /e'avior /efore it gets out of 'and or imitated /y ot'er students79'om are 9e *al0ing >/out6 3a(o/ Kounin, "$$?8) Similar to +it'itness, overla--ing involves t'e a/ility to attend to multi-le (lassroom events at one time, and avoiding fi1ating on one event at t'e e1-ense of all

Kounin Model # ot'er (lassroom a(tivities) @or e1am-le, if a tea('er is (ondu(ting small grouassignments, and a -air is off tas0, a tea('er may address t'em from a distan(e +'ile still (ondu(ting t'e a(tivity) 7*'e Kounin Model, "$$?8) Momentum is 0ee-ing t'e lesson moving /ris0ly, re2uiring t'e tea('er to -lan effe(tively to avoid slo+ do+ns) Kounin /elieves t'at tea('ers s'ould not le(ture for a long -eriod of time to allo+ students to gain 0no+ledge /y moving around and ma1imi5ing t'eir allotted time) .y minimi5ing delays and interru-tions, (auses students +ill not lose interest and mis/e'ave) 7C'arles, 1%?%8) An (on;un(tion +it' momentum is smoot'ness) 9'ile le(turing, a tea('er must maintain dire(tion and not drift off on tangents, /e diverted +it' irrelevant 2uestions and information or fall vi(tim to fli- flo-s, dangles, or trun(ation) Bt'er+ise, students +ill /e (onfused and a(t out from loss of interest) 7Classroom Management *'eorist and *'eories!3a(o/ Kounin, "$$%8 Lastly, Kounin refers to grou- fo(us as t'e a/ility to engage t'e +'ole (lass) Some te('ni2ues 'e offers are6 /uilding sus-ense or as0 (ommunity 2uestions *'oug' (ommunity 2uestions may a--ear random, it dra+s t'e grou-4s attention and intrigue) *'e tea('er must in(or-orate -ro(edures to 'andle multi-le situations at on(e to maintain grou- fo(us) @or e1am-le, if a student (om-letes an assignment early, 'e!s'e must 'ave a /a(0 u- -lan su(' as -roviding anot'er assignment or enri('ment a(tivity +'ile 'e!s'e 'el-s ot'er students t'at are struggling 7Classroom Management *'eorist and *'eories!3a(o/ Kounin, "$$%8) Kounin4s Model of Classroom Management is an im-ortant to-i( for tea('er4s today, /e(ause it is one of t'e most diffi(ult s0ills to a(2uire) Student=(entered

Kounin Model C (lassrooms and dis(overy lessons are /e(oming mu(' more -o-ular in our (lassrooms, leading to a more a(tive learning environment) .eing a/le to 'andle multi-le situations at on(e, 0ee-ing students engaged, maintaining momentum and smoot'ness in your lessons and transitions ta0es e1-erien(e) *'ese are t'e most diffi(ult te('ni2ues for a first year tea('er to learn< t'erefore, ma0ing t'em a 'a/it during t'at year +ill allo+ for mastery of t'ese s0ills to o((ur) A /elieve t'at Kounin4s Model is im-ortant to develo- an effe(tive (lassroom environment< 'o+ever, dis(i-line -ro/lems +ill o((ur, no matter t'e amount of -reventive -lanning a tea('er ma0es) Kounin does not address 'is -ro(edures for dis(i-lining, if 'e +ould or +ould not dis(i-line ('ildren differently, nor does 'e address mis/e'aving as a res-onse to some fa(tor t'at is outside of t'e tea('er4s (ontrol) >s a tea('er, A +ould in(or-orate Kounin4s t'eory in my tea('ing -lanning and -ra(ti(es, t'oug' remem/ering t'at ea(' student may re2uire different a((ommodations)

Kounin Model 5 Referen(es C'arles, C)M) 71%?%8 .uilding Classroom dis(i-line6 from models to -ra(ti(e) De+ &or0 City, De+ &or06 Longmans An()) *ea('er Matters, 7"$$?8) The Kounin Model) Retrieved May #1, "$$% *ea('er Matters 'tt-6!!+++)tea('ermatters)(om!inde1)-'-E o-tionF(omG(ontentHvie+Farti(leHidF%60ounin=modelH(atidFC6models=of= dis(i-lineHAtemidFC 9i0i.oo0s, 9i0imedia @oundation, An() 7"$$%8) Overview/History of Jacob Kounins Work. Retrieved May "?, "$$%, from 'tt-6!!en)+i0i/oo0s)org!+i0i!ClassroomGManagementG*'eoristGandG*'eories!3a(o/G Kounin 9i0iEd) 7"$$?8) Whom are we talkin about! Jacob Kounin. Retrieved 3une ?, "$$% from 'tt-6!!+i0)ed)uiu()edu!inde1)-'-!Kounin,G3a(o/