THEORIES OF INSTRUCTIONAL MANAGEMENT

PISMP 5.08
Wan Nur Amalina Wan Mansor Fuzilla Ayub Salwa Wahidan Nur Asyiqin Mohd Razli

JACOB KOUNIN

ABOUT KOUNIN
Founder of the theory An educational theorist Best-known work was done in the 1970s, where he conducted two major case studies Testing his theories over twenty years of work Analyzed thousands of hours of tapes of classes on a variety of grade levels and in a variety of neighborhoods and communities

JACOB KOUNINS
INTEGRATION OF TEACHING AND DISCIPLINE IN THE CLASROOM

JACOB KOUNIN Focuses on

Preventative discipline

Instructional management

Classroom management

PREVENTATIVE DISCIPLINE Techniques and strategies designed to prevent the occurrence of discipline problems Example : Kounins Model of Discipline = provide with effective lesson management = demonstrate effective classroom behavior

INSTRUCTIONAL MANAGEMENT The basis of the model is : for teachers to be organized, prepared, and use proactive behavioral management high student involvement leading to a more effective classroom minimizing disruptive behavior

THEORIES OF INSTRUCTIONAL MANAGEMENT

JACOB KOUNIN

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.

Ripple effect

Overlapping

Withitness

KEY CONCEPTS OF KOUNINS MODEL OF DISCIPLINE

Movement management Momentum Smoothness Transitions 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
Awareness of what is going on in all parts of the classroom, > Teachers have eyes on the back of their heads! - Students less likely to misbehave.

Overlapping
Ability to attend to two or 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.

Movement Management
Transitions: - Keeping lessons moving with avoiding abrupt changes. Smoothness: Smooth transitions between activities. Avoid going off topic. Momentum: Appropriate pace and progression through a lesson At a consistent flow Teachers must be well prepared. Maintaining Group Focus: Students are prepared for the content of the lesson. Keep the whole class involved and interest. maintain group alertness

Satiation
Being satisfied and unable to take on more Students start to get bored. Solutions : Offering challenges throughout the lesson Being enthusiastic Adding variety to the lesson

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

Dealing with destructive behavior students

THE PRACTICALITY OF INSTRUCTIONAL MANAGEMENT THEORY IN LOCAL PRIMARY ESL CLASSROOM

IMPLEMENTATION OF KOUNINS THEORY

The Instructional Management theory is implemented / applied in the classroom management by using the strategies or key concepts proposed by Jacob Kounin.

SOME OF THE STRATEGIES THAT CAN BE APPLIED IN THE PRIMARY ESL CLASSROOM _________

EXAMPLE OF SITUATION

RIPPLE-EFFECT

PROBLEMS..
Dona was not paying attention in the class. She always disturbed her friends and loved to play around in the class.

SOLUTION..
Mr. Jake managed that behavioral problem by punishing her. She was asked to go in front of the class and recited a poem aloud. The other students who make a lot of noises in the class tend to behave well because they did not want to be punished by Mr. Jake.

WITHITNESS

PROBLEM..
Mr.Jake taught English to the Year 4 students. While Mr. Jake is teaching they were making a lot of noises.

SOLUTIONS..
Mr. Jake called them by names. He was able to call the names of the students who make those noises even without facing their face. Plus, he always make eyes contact with all of the students in the class. He told them that he got eyes on his back.

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.

CONCLUSION
In conclusion, the theory proposed by Kounin is very effective in promoting a conducive atmosphere to learning. The strategies suggested are very helpful in dealing with the students misbehaviors. However, the teacher should be aware that each student is different, thus the teacher needs to modify or improves the techniques to make it compatible with the students

. THE END .

THANK YOU

References
Emmer, E. T. (1994). Classroom Management (3rd ed.). United State of America: Allyn and Bacon. Evans, W. H. & Evans, S. S. & Gable, R. A. & Schmid, R. E. (1991).

Instructional Management for Detecting and Correcting Special Problems. United States of America: Allyn and Bacon. No Author Name, (2010). Jacob Kounin- Instrucional Maagement Theory.

https://ulmclassroommanagement.wikispaces.com/Jacob+Kounin. Retrived on 26 January 2013. No Author Name, (2010). A School Commits to Kounin's Instructional http://wps.prenhall.com/chet_manning_classroom_2/47/12136/310 7067.cw/index.html. Retrived on 25 January 2013. Reid, K. (2009). Kounin Model of Classroom Management Lesson Movement. http://www.teachermatters.com/index.php?option=com_content&vi ew=article&id . Retrived on 25 January 2013.

Management.

 Bucher, M. L. (2007). Classroom Management. In M. L. Bucher, Classroom Managemen. Upper Saddle River. Classroom Management . (n.d.). Retrieved January 31, 2013, from Jacob Kounin's Theory : http://scied.gsu.edu/Hassard/mos/10.2.html Classroom Management Theories . (n.d.). Retrieved February 2, 2013 , from http://en.wikibooks.org/wiki/Classroom_Management_Theorists_and_Theori es/Jacob_Kounin Kounin 1970. (n.d.). Retrieved February 2, 2013, from http://www.educ.uvic.ca/epls/faculty/rowles/kounin1.htm Kounin's Model Of Teaching . (2003). Retrieved January 30, 2013, from http://www.west.asu.edu/pt3/awards/documents/nancykane/Models.htm : http://www.west.asu.edu/pt3/awards/documents/nancykane/Models.htm Managing classroom . (n.d.). Retrieved January 30, 2013, from http://wps.prenhall.com/chet_manning_classroom_2/47/12136/3107067.cw /index.html

 Models, C. D. (n.d.). Retrieved January 31, 2013, from http://www.teachermatters.com/classroomdiscipline/models-of-discipline/the-kouninmodel.html THEORY, T. -K. (n.d.). Retrieved February 1, 2013, from http://prekwithmrj.com/edu/kounin.htm TRACY

 http://www.west.asu.edu/pt3/awards/docume nts/nancykane/Models.htm M. Lee Manning and Katherine T. Bucher, Classroom Management, 2nd edition 2007 by Pearson Education, Inc. Upper Saddle River, NJ 07458. All rights reserved.