THEORIES OF INSTRUCTIONAL

MANAGEMENT
Jacob
Kounin

Prepared by:
Lian Li Fang
PISMP Sem 5
TESL (SJKC)

INSTRUCTIONAL
MANAGEMENT
Focused on a teachers ability to affect students
behavior through instructional management
Incorporated both the instructional and
disciplinary aspects of the classroom together.
Teachers who use effective instructional
management keep their students focused on
learning tasks and minimize behavior problems.

APPROACHES AND STRATEGIES OF

KOUNINS MODEL OF DISCIPLINE

Ripple effect

Overlapping

Withitness

STRATEGIES OF
KOUNINS MODEL
OF DISCIPLINE

Movement management
Momentum
Smoothness
Maintaining group focus

Satiation

Ripple Effect
By correcting the
misbehaviour of one
student it can
positively influence
the behaviour of
another students.
E.g. :
Teacher gives
encouragement or
reprimands can
continue or stop
students' behavior.

Withitness
The teacher should be able
to know what is going on in the
classroom at all times.
Always be alert to sights and
sounds in the classroom.
Kounin found that if students
perceive that teachers are with
it, they are less likely to
misbehave, especially in
teacher-directed classroom.

Ability to attend to two or

Overlapping
more issues / students at
the same time.
- Has the ability to
multitask.
- Students are more likely
to stay on task if they know
that the teacher is aware of
what they are doing.
e.g. : Teacher monitor
students
behavior at the
same time continue
teaching process.

Avoid Satiation
Begin to lose interest and
unable to take on more
task.
Students start to get bored.
Solutions :
Offering challenges
throughout the lesson
Providing feedback
Adding variety to the
lesson

Movement Management
Momentum
Smoothness
Maintaining Group Focus

Momentum
Appropriate pace
and progression
through a lesson

At a consistent flow
Have students move
from one activity to
the next without
being forced to wait
for each other

Smoothness
The teacher sets a direction and does not lose
focus on their lesson. The teacher should avoids
going off topic.
Supplies for the class should always be
reorganized before class begins.
The teacher is able to transition the students
from one activity to another without having too
many disruptions.

MAINTAINING
GROUP FOCUS

Calling on students
at random by asking
question.
Keep the whole class
involved and interest.
maintain group
alertness

INSTRUCTIONAL
MANAGEMENT THEORY
STRENGTHS AND WEAKNESSES

STRENGTHS
Teacher affects the students behavior
positively and negatively
Behavior problems are reduced to a
minimum
Smooth teaching and learning processes
Create a positive classroom
environment

WEAKNESSES
Overdwelling
Overlapping loses effectiveness when
withitness is overlooked
It is almost impossible for a teacher to
know everything that is happening in
the class at all time
Teacher can lose control over a
destructive students

HOW INSTRUCTIONAL
MANAGEMENT THEORY IS
PRACTICLE IN LOCAL
PRIMARY ESL CLASSROOM

 It is seen that the strategies suggested by Kounin is

working in both situations, the students negative
behaviors are put to stop almost immediately to
ensure the teaching and learning processes runs
smoothly.
The problems mentioned above happened in most of
the local primary ESL classroom.
It arises due to the
Misbehavior of the students
By applying the Instructional management strategies
in the local primary ESL classroom it helps the
teacher to solve the problems effectively.

Teacher should take charge of the class

be aware and control the situation
ensure the behavioral problems
of the students can be avoided

REFERENCES
Andrius , J. (2011).Teacher matters: The Kounins model of
discipline. Retrieved on March 9, 2015, from
http://www.teachermatters.com/classroom-discipline/modelsof-discipline/the-kounin-model.html
Kounin, J. (1977). Discipline and group management in
classrooms. Malabar, FL: Krieger Publishing Company
Scarpaci, R. T. (2007). A case study approach to classroom
management. Boston, MA: Pearson Education Inc.