Instructional management by Jacob Kounin

Anil raj

Definition
Is the idea that classroom management should be done with and not separate from instruction. It is a comprehensive comparison of effective and ineffective classroom managers( Jacob Kounin, 1970) He believes that teachers who demonstrate effective instructional behaviours usually have better-behaved students.

Key Concept- Teacher Behaviour

Withitness Eye at the back Overlapping Ability to do many task Smoothness Classroom running in an organized fashion.

Movement Management
Movement management- consistent momentum, monitored and adjusted

Dangling

leaves a topic without having finalized or drawing a conclusion create a spur

Flip-flop
Thrust Stimulus bound

insert unrelated topics confuse their concentration

fail to give clear, well- ordered directions when students attention was upon them

allowing themselves to be distracted by outside stimuli, moving class attention to that distraction.

 Satiation- teaching the same lesson for quiet long, students get bored Jerkiness lack of lesson smoothness avoid changing activities or bringing in unrelated topics

Slowdowns

Overdwelling: dwells on corrective behaviour/lesson longer than needed Fragmentation: splitting an activity/behaviour into subparts when it could be easily performed.

Group Focus
Keep all students actively participating in a lesson, reduces misbehaviour
The degree to which teacher attempts to involve students in lesson, maintain their attention and keep them ALERT(create Suspense)

Group Alerting

Group Accountability

teacher is incharge of students responsibility and accountable for their task performance.

Advantages
Helps teacher to create withitness image Handle situational discipline issues Easy to apply and practical ideas

Disadvantages
Students do not take personal responsibilities for their behaviour Students does not learn a lesson from the use of desist Does not provide strategies to deal with serious problems Little safe school movement awareness Desist- resulted in less-relaxed students and reduced the feelings of teacher likeability and helpfulness .

Practicality in Local ESL Classroom

Usage of Desist is not applied by all teachers Overlapping does not occur when high proficiency students finishes their work earlier Group Focus: teacher does not give suitable group work and monitors them Having additional activities ( reinforcement & enrichment activities) is not applied in most of the classrooms. No consistency in applying the theory