INSTRUCTIONAL MANAGEMENT

&
CONGRUENT COMMUNICATION
BY:
NURUL AFIAH BINTI AHMAD ZUHUDI
TAN XIN YI
5PISMPTESL/LA/PSV

INSTRUCTIONAL
MANAGEMENT THEORY BY
JACOB KOUNIN (1970)

Who is Jacob Kounin ?

A

classroom management
theorist
Work as educational psychologist
in 1946 at Wayne State
University
Testing theories over 20 years on
variety type of students
Believe better behaved students
comes from teacher who
demonstrate effective

DEFINITION
INSTRUCTIONAL MANAGEMENT IS
TEACHER-CENTERED AND
PREVENTION-BASED. THREE KEY
CONCEPTS ADRESSES IN THIS
THEORIES IS TEACHER BEHAVIOUR,
MOVEMENT MANAGEMENT AND
GROUP FOCUS

KEY CONCEPT
TEACHER
BEHAVIOURS

Withitness
Desists
Ripple effect
Overlapping
Satiation

MOVEMENT
MANAGEMEN
T
Jerkiness
Stimulus
bound
Overdwellin
g
Dangle
Trunction
Flip-Flop
Fragmentati
on
Thrust

GROUP
FOCUS
Group
Alerting
Group
Accountabili
ty

TEACHER BEHAVIOURS

Being

aware of all events,

activities, and pupils behaviour in
classroom
Eyes in the back of the head
A with-it teacher :
Prevent minor disruptions from
becoming major
Dont make target errors
React approriately

DESISTS
An

efforts to stop a
misbehaviour, most effective way
by clearly spoken and
understandable instruction
Strategies to ensure desists
effectiveness:
Ensure desists are spoken clearly
Desists are understood
Use clarity instead of firmness and
roughness

RIPLLE EFFECT
Discipline

directed to one student

affects the behaviour of others
Teacher gives encouragement or
reprimands can continue or stop
students' behavior.

OVERLAPPING
Handling

two or more activities

or groups at one time, and
avoiding fixating on one event at
the expense of all other
classroom activities (Reid, 2009).
Kounin found that teachers who
can overlap are able to
demonstrates withitness better.

SATIATION
Boredom

that occurs when

teacher teaches same topic for so
long that pupils get tired of it
Kounin stresses the importance
of creating a diverse curriculum,
as well as a change in learning
environment every now and then

MOVEMENT MANAGEMENT

JERKINESS
Refers

to the lack of lesson

smoothness and momentum.

For

example, a teacher switch

from one topic to another topic
without sufficiently notifying the
students.

STIMULUS BOUND
When

pupils are engaged in a

lesson and something distracts
the teachers attention
Causing a loss of instructional
focus and momentum

OVERDWELLING
The

teacher dwells on an
issue and engages in a stream of
talk that clearly lasts longer than
the time needed for students'
understanding.

DANGLE
Starting

an activity then leaving

it hanging in mid-air by beginning
another activity
The original activity may or may
not be resumed

TRUNCATION
The

teacher engages in a dangle,

yet fails to resume the
original, dropped activity.
Might be described as a longerlasting dangle.

FLIP-FLOP
The

teacher is engaged in one

activity and then returns to a
previous activity that the
students thought they had
finished.

FRAGMENTATION
The

teacher engages in a type

of slowdown; that is, the
teacher breaks down an activity
into subparts that could be
taught as a single unit.

THRUST
A

thrust consists of a teacher's

sudden "bursting in" on
students' activities with an
order, statement, or question
without looking for or being
sensitive to the group's readiness
to receive the message.

GROUP FOCUS

GROUP ALERTING
An

attempt to involve all learners

in learning tasks.
Gaining attention and informing
pupils about what they are
expected to do at the same time

Positive -> teacher creates

suspense to the whole class

Negative ->Students focus

attention on one student
instead of a group

GROUP ACCOUNTABILITY
Teachers

hold the students

accountable and responsible of
their task performances

ADVANTAGES

DISADVANTAGES

1. Teacher will be able to

1. Time consuming

produce smooth transitions

and maintain momentum
2. Once established, it requires

2. Pupils never learn to discipline

themselves
3. Resulted in less-relaxed

little effort as skills are now

students and reduced feelings

routinely applied

of teacher helpfulness and

3. Tremendous reduction of
pupils misbehaviour when it is
effectively implement
4. Create positive classroom
environment
5. Teacher detects inappropriate
behaviours early and
accurately. (Kounin, 1970)

likability.
1970)

(Kounin,

PRACTICALITY OF
THEORIES IN LOCAL
ESL CLASSROOM

WHEN ?
The

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

EXAMPLE ON APPLICATION
SOLUTION
PROBLEM
Ali was not paying
attention in the class.
She always disturbed
his friends and loved
to play around in the
class.

RIPPLE
EFFECT

His teacher managed that

behavioral
problem
by
punishing him. He 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
the
teacher.

SOLUTION
PROBLEM
Ms. Lily taught English
to the Year 4 students.
While she is teaching
they were making a lot
of noises

WITHITNESS

Ms. Lily called them by

names. She was able
to call the names of
the
students
who
make those noises
even without facing
their face. Plus, she
always make eyes
contact with all of the
students in the class.
She told them that she
got eyes on her back.

HOW INSTRUCTIONAL
MANAGEMENT THEORIES IS
PRACTICE

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

1. The problems mentioned above

happened in most of the local primary
ESL classroom
2. It arises due to the
Misbehavior of the student
3. 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
Effective

in promoting a
conducive learning environment
atmosphere
Helpful in dealing with the
students misbehaviors
Teacher should be aware of
pupils differences and improve
teaching techniques/style to
meet pupils need

HAIM GINOTT
CONGRUENT
COMMUNICA
TION THEORY

Haim Ginott
1922-1973
Clinical

psychologist, child
therapist, parent educator, and
author.
Elementary school teacher in
Israel in 1947
Immigrated to the United States
doctoral degree in clinical
psychology in 1952 at Columbia

Ginott

highlighted the
critical role of
communication in discipline
Ginott is known for setting
the personal, caring tone
that prevails in todays
systems of discipline.

Ginotts Teachings
He

reminded teachers that learning always takes place

in the present tense.
-Teachers must not prejudge students or hold
grudges

He

pointed out that learning is always a personal

matter to the student.

He

believed in harmonious communication

-Communication that is harmonious with students
feelings about situations and themselves.

Key Concepts of congruent

communication theories
Use

congruent communication
Promote self-discipline for both teachers
and students
Accept and acknowledge students and
their actions without belittling the
individual
Avoid evaluative praise, and use
appreciative praise
use I messages rather than you messages

Teachers can communicate congruently with

pupils by:

1.

Using active listening techniques

2. Demonstrating body language and facial
expressions that match verbal messages
3. Avoiding traditional communication
roadblocks (Ordering, Moralizing,
Interpreting, Reassuring, Questioning)
4. Responding with empathy to students
anxiety and frustration
5. Using culturally responsive
communication processes

Approaches and strategies

Ginotts theories
Use

laconic language and show

students how to behave
Express anger appropriately
Uses appreciative rather than
evaluative praise
indicate what needs to be done,
without bossing
Avoid personal attacks
Always respect students'
privacy.

laconic-

concise, terse, short on words, not

forthcoming,
so that they seem casual, sometimes they also seem
unfriendly.
Example:
Q. What do you think of global warming? (asking
for opinion; open-ended question)
A. Don't know (laconic)

To express anger
-Anger

is genuine feeling and teacher should

express their anger in reasonable and
appropriate ways that do not jeopardize the
self esteem of their pupils

-do

so genuinely, but with no sarcasm or

hostility
- Teachers should avoid sarcasm and ridicule
because these kinds of communication destroy
self-confidence
- No yelling, convey your feelings with a simple
statement (i.e. I feel annoyed.)

I- Message / You- Message

Teachers

should use I-messages

rather than you-messages.

I-message,

example: I am very

upset.
You-message, example: You
are being very rude.
Use

laconic language- Laconic

means short and to the point.

clear communication
Teachers should use clear

communication in the classroom

=Teachers clearly communicate their

expectations in a manner that helps

students feel accepted

=This open communication promotes

autonomy among the students

Praise
Avoid

Evaluative praise
(destructive),
example: Good boy for
raising your hand.
It refers to the persons
character and personality.

Use

appreciative
praise(productive)about effort
and accomplishment; I
appreciate your good
behavior today.

- This is praise in which the teacher

shows appreciation for what the
student has done, without directly
evaluating the students character
or talent.

Sane Messages
Sane

messages Messages that

focus calmly on what needs to be
corrected without attacking the
students character or personality.
Use sane messages when correcting
misbehavior. Address what the
student is doing, don't attack the
student's character [personal traits].

Punishment
Teachers

should refrain from using

punishment
-Punishment often relieves guilt too easily
what punishment does teach - fear,
aggression and avoidance
People who are punished do not quickly
learn to stop a behavior.
What they quickly do learn is next time
don't get caught,
or let's just avoid the whole situation if at all
possible.

Criticism
Teachers

should use guidance

instead of criticism
Negative criticism can lead to
the lowering of a childs selfesteem and increase self-doubt
Criticism should be used
constructively for
improvement

Avoid

personal attacks, Negative

remarks should not be made
about a childs personality (i.e.
character should not be attacked,
embarrassment should be
avoided)
Teachers should avoid namecalling and labeling students

Why Questions

Teachers

should avoid
asking why questions
when discussing
behavior.

- Why questions make

students feel guilty and
defensive.

Other Roadblocks to
Effective Communication
Teachers

often inadvertently discourage

communication with young adolescents by
using traditional responses to their impulsive
behaviors and comments.

Ordering
Moralizing
Interpreting
Reassuring
Questioning

Always respect students'

privacy.
Teachers

should never
pry when students do not
wish to discuss personal
matters, but should show
they are available should
students need to talk.

Strength and weakness of

congruent communication theory
Weaknesses
Strengths
Not as structured
creates positive
as other methods.
communication,
fosters relationshipsMany students
dont know how to
Mould students
communicate their
behaviors.
ideas and opinions
it complements
cultural
most of the
considerations
methods well.

Practicality of congruent communication

theory in a local primary ESL classroom

Ginott

believe that the

teachers personal approach is
the most influential element
in creating the climate that
contributes to children
behaviour in the classroom
whether positive or negative

Teachers

responsible for
creating the climate for
proper behaviour.
If teachers demonstrate
understanding when a child
makes a mistake, he or she
will be more willing to keep
learning.

STATE WHICH THEORY APPEAL?

Instructional Management
theory
Consistently reinforcing wellpracticed routines and
procedures
Teacher build positive and
respectful preventive strategies
Promote pupils involvement in
lesson
It challenges teachers to develop

REFERENCE
https://prezi.com/0nicznsbydit/copy-of

-exploring-the-theories-of-instruction
al-management-jacob-kounin/
http://www.academia.edu/60026
98/THEORIES_OF_CONGRUENT_COM
UNICATIO
http://www.behavioradvisor.com/T
eachingTips.html
https://ulmclassroommanagement.wi
kispaces.com/Jacob+Kounin