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Group management

(Kounin)
PRESENTED BY: CHAN MEI YI & MINDY LAU SHIUAN INN

The Kounin Model of


Discipline Group Management
In Classrooms

Kounin's Key Ideas


When teachers correct misbehaviors in one student, it
often influences the behavior of nearby students. This
is known as the ripple effect. (kesan riak)
Teachers should know what is going on in all parts of
the classroom at all times. Kounin called this
'withitness'.

The Ripple Effect


From Kounin's studies into this phenomenon, he concluded the
following:
The ripple effect may occur as the teacher gives encouragement
("Good, I see that many of you are almost finished")
and as the teacher gives reprimands : ("I see a few people
who may have to stay in after class to finish").
The ripple effect is most powerful at the early childhood/primary
level. It is weaker at the secondary and college levels where it
depends on the popularity and prestige of the teacher.
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Kounin classroom management technique


Technique

Brief explanation

with-it-ness

Ability of
teacher to know
what all the
students are
doing every
time

Action taken by
teacher
-Sensitive to noise in
classroom
-Arrange chairs and
tables of students so
that no one is hidden
-When giving personal
counseling, make sure
your back is not
facing other students
-Inform when a
misbehavior is
detected so that it
can be controlled
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before it becomes

Kounin classroom management technique


Technique

Brief explanation

Action taken by
teacher

Overlapping

Ability of teacher
to tackle
effectively two
things at the same
time

-While paying
attention to a
group, teacher also
concern about
things happening
around him.
- Eg : Group work,
student at the back
of classroom is
playing with
pencils
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Kounin classroom management Technique


Technique

Brief explanation

Action taken by
teacher

Smoothness

Ability of teacher
to make a smooth
transition between
two learning
activities

-Make early
preparation to
control unexpected
things
-Do not disturb
students who are
doing work
-Help students
facing problem
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Kounin classroom management technique


Technique
Momentum

Brief explanation

Action taken by
teacher
-Not repeating small
Ability of teacher to
ensure learning occurs at concept that are
a stable rate.
understood already
-Correct students
mistakes without
repeating, then carry on
teaching
-Allow students to move
around for learning
activities without waiting
for other students who
have not completed
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Kounin classroom management technique


Technique

Brief explanation

Action taken by
teacher

Group sensitivity

Ability of teacher
to maintain active
involvement and
creating their
interest

-Ask question after


students pay
attention
-Ask whole class to
answer
-Go round the class
and ask student to
show their work
-Ask student to
answer question
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Teachers should strive to maintain group alertness


and to hold every group member accountable for the
content of a lesson, which allows optimal learning to
occur.
Eg: Asking questions, problems from students,
correction
Student satiation (boredom) can be avoided by
providing a feeling of progress and by adding variety
to curriculum and classroom environment.
Eg: Hands on activities
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Application of the Kounin Model


(Donna will not work)
Donna, in Mr. Jake's class, is quite
docile. She never disrupts class and
does little socializing with other
students.
But despite Mr. Jake's best efforts,
Donna rarely completes an assignment.
She doesn't seem to care. She is simply
there putting forth virtually no effort.
How would Kounin deal with Donna?
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Kounin would suggest to teachers that


they use the following sequence of
interventions until they find one that is
effective with Donna.

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Use the ripple effect. "I see many people


have already completed half their work." Look
at Donna , later comment, "I'm afraid a few
people will have to stay late to complete their
work".
Let Donna know you are aware she is not
working. Say to her, "I see you have barely
started. This work must be done today!"
Call on Donna in discussions preceding
independent work, as a means of involving her
in the lesson.
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Point out Donna's progress


when it occurs: "Good! Now you
are on the track! Keep up the
good work."
Provide variety. Continually
challenge Donna to accomplish
more.
Hold Donna accountable with
group focus techniques. Do not
disregard her just because she
has been nonproductive.
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Comments on Kounin's Model


Know what is happening in every area of the classroom at all
times and communicate that fact to students.
Be able to deal with more than one issue at a time.
Correct the appropriate target before misbehavior escalates.
Ensure smooth transitions from one activity to another.
Maintain group focus through alerting and accountability.
Provide non satiating learning programs by emphasizing
progress, challenge, and variety.

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