BJU Ed 620 Presentation Kounin Model Classroom Management

Slide 1:

The Kounin Model of Classroom Management Randy Clark Ed 620 Bob Jones University February 2011

Introduction:

Introduction Randy Clark

Introduction:

Introduction Randy Clark Teacher – 31 years

Introduction:

Introduction Randy Clark Teacher – 31 years 28 in Christian Education

Introduction:

Introduction Randy Clark Teacher – 31 years 28 in Christian Education 3 years in a Charter School

Introduction:

Introduction Randy Clark Teacher – 31 years 28 in Christian Education 3 years in a Charter School Elementary Principal

Introduction:

Introduction

Introduction:

Introduction

Introduction:

Introduction

Introduction:

Introduction

Introduction:

Introduction

Jacob S. Kounin:

Jacob S. Kounin

Jacob S. Kounin:

Jacob S. Kounin Behaviorist

Jacob S. Kounin:

Jacob S. Kounin Behaviorist Student of William Glasser's reality and choice theories

Jacob S. Kounin:

Jacob S. Kounin Behaviorist Student of William Glasser's reality and choice theories Degrees in Child and Clinical Psychology with a specialization in Educational Psychology

Jacob S. Kounin:

Jacob S. Kounin Behaviorist Student of William Glasser's reality and choice theories Degrees in Child and Clinical Psychology with a specialization in Educational Psychology In 1946 he worked as an educational psychologist at Wayne State University

Jacob S. Kounin:

Jacob S. Kounin Two main studies in the 1970s over a 5-year period of time

Jacob S. Kounin:

Jacob S. Kounin Two main studies in the 1970s over a 5-year period of time College, high school, and elementary students

Jacob S. Kounin:

Jacob S. Kounin Two main studies in the 1970s over a 5-year period of time College, high school, and elementary students Videotaped classrooms

Jacob S. Kounin:

Jacob S. Kounin Two main studies in the 1970s over a 5-year period of time College, high school, and elementary students Videotaped classrooms Best known for his book – Discipline and Group Management in Classrooms (1970)

Jacob S. Kounin:

Jacob S. Kounin Findings

Jacob S. Kounin:

Jacob S. Kounin Findings Discipline strategies which worked for one teacher did not work for another

Jacob S. Kounin:

Jacob S. Kounin Findings Discipline strategies which worked for one teacher did not work for another How a teacher began the year and managed a classroom prevented discipline problems

Jacob S. Kounin:

Jacob S. Kounin Findings Discipline strategies which worked for one teacher did not work for another How a teacher began the year and managed a classroom prevented discipline problems Identified which organizational and planning strategies would help to prevent discipline problems from occurring

The Kounin Model:

The Kounin Model

The Kounin Model:

The Kounin Model Teacher actively prevents individual discipline problems

The Kounin Model:

The Kounin Model Teacher actively prevents individual discipline problems “With-it-ness”

The Kounin Model:

The Kounin Model Teacher actively prevents individual discipline problems “With-it-ness” Overlapping

The Kounin Model:

The Kounin Model Teacher actively prevents individual discipline problems “With-it-ness” Overlapping Ripple Effect

The Kounin Model:

The Kounin Model Teacher actively prevents individual discipline problems “With-it-ness” Overlapping Ripple Effect Teacher monitors the group

The Kounin Model:

The Kounin Model Teacher actively prevents individual discipline problems “With-it-ness” Overlapping Ripple Effect Teacher monitors the group Group alerting

The Kounin Model:

The Kounin Model Teacher actively prevents individual discipline problems “With-it-ness” Overlapping Ripple Effect Teacher monitors the group Group alerting Encouraging Accountability

The Kounin Model:

The Kounin Model Teacher actively prevents individual discipline problems “With-it-ness” Overlapping Ripple Effect Teacher monitors the group Group alerting Encouraging Accountability High Participation Formats

The Kounin Model:

The Kounin Model Teacher plans and executes lessons

The Kounin Model:

The Kounin Model Teacher plans and executes lessons Momentum

The Kounin Model:

The Kounin Model Teacher plans and executes lessons Momentum Smoothness

The Kounin Model:

The Kounin Model Teacher plans and executes lessons Momentum Smoothness Variety

The Kounin Model:

The Kounin Model Teacher plans and executes lessons Momentum Smoothness Variety Challenge

“With-it-ness”:

“With-it-ness”

“With-it-ness”:

“With-it-ness” Ability to know what each student is doing

“With-it-ness”:

“With-it-ness” Ability to know what each student is doing “Eyes in the back of your head”

“With-it-ness”:

“With-it-ness” Ability to know what each student is doing “Eyes in the back of your head” Corrects problems before they start

“With-it-ness”:

“With-it-ness” Ability to know what each student is doing “Eyes in the back of your head” Corrects problems before they start Proximity – moving throughout the room

“With-it-ness”:

“With-it-ness” Ability to know what each student is doing “Eyes in the back of your head” Corrects problems before they start Proximity – moving throughout the room Psalm 139:2a, 3b “Thou knowest my downsitting and mine uprising,... and art acquainted with all my ways.”

“With-it-ness”:

“With-it-ness” Ability to know what each student is doing “Eyes in the back of your head” Corrects problems before they start Proximity – moving throughout the room Psalm 139:2a, 3b “Thou knowest my downsitting and mine uprising,... and art acquainted with all my ways.” 2 Chronicles 16:9 “For the eyes of the LORD run to and fro ...”

Overlapping:

Overlapping

Overlapping:

Overlapping Attend to two or more events simultaneously

Overlapping:

Overlapping Attend to two or more events simultaneously Tutoring one student or group and still watching the rest of the class

Overlapping:

Overlapping Attend to two or more events simultaneously Tutoring one student or group and still watching the rest of the class Continuing with a lesson if a guest arrives

Overlapping:

Overlapping Attend to two or more events simultaneously Tutoring one student or group and still watching the rest of the class Continuing with a lesson if a guest arrives Nehemiah 4:17 “...every one with one of his hands wrought in the work, and with the other hand held a weapon.

Overlapping:

Overlapping Attend to two or more events simultaneously Tutoring one student or group and still watching the rest of the class Continuing with a lesson if a guest arrives Nehemiah 4:17 “one of his hands wrought in the work, and with the other hand held a weapon. Members of Gideon's 300-man army

Ripple Effect:

Ripple Effect

Ripple Effect:

Ripple Effect A desist, or teacher reprimand, to one student effects other students in the class in a positive way

Ripple Effect:

Ripple Effect A desist, or teacher reprimand, to one student effects other students in the class in a positive way “The Accident” initiated his study of desists

Ripple Effect:

Ripple Effect A desist, or teacher reprimand, to one student effects other students in the class in a positive way “The Accident” initiated his study of desists “Nip it in the bud”

Ripple Effect:

Ripple Effect A desist, or teacher reprimand, to one student effects other students in the class in a positive way “The Accident” initiated his study of desists “Nip it in the bud” Ripple effect could also work with praise

Ripple Effect:

Ripple Effect A desist, or teacher reprimand, to one student effects other students in the class in a positive way “The Accident” initiated his study of desists “Nip it in the bud” Ripple effect could also work with praise Proverbs 21:11 “When a scoffer is punished, the simple becomes wise;“

Ripple Effect:

Ripple Effect A desist, or teacher reprimand, to one student effects other students in the class in a positive way “The Accident” initiated his study of desists “Nip it in the bud” Ripple effect could also work with praise Proverbs 21:11 “When a scoffer is punished, the simple becomes wise;“ Ananias and Sapphira (Acts 5)

Desists:

Desists

Desists:

Desists Requirements for a successful desist

Desists:

Desists Requirements for a successful desist Clarity of the desist

Desists:

Desists Requirements for a successful desist Clarity of the desist Firmness

Desists:

Desists Requirements for a successful desist Clarity of the desist Firmness Follow-through

Desists:

Desists Requirements for a successful desist Clarity of the desist Firmness Follow-through Lack of with-it-ness can negate desists

Desists:

Desists Requirements for a successful desist Clarity of the desist Firmness Follow-through Lack of with-it-ness can negate desists Issuing a desist to the wrong student

Desists:

Desists Requirements for a successful desist Clarity of the desist Firmness Follow-through Lack of with-it-ness can negate desists Issuing a desist to the wrong student Reprimanding a smaller problem while missing a larger problem

Desists:

Desists Requirements for a successful desist Clarity of the desist Firmness Follow-through Lack of with-it-ness can negate desists Issuing a desist to the wrong student Reprimanding a smaller problem while missing a larger problem Unchallenged problems can escalate

Group Alerting:

Group Alerting

Group Alerting:

Group Alerting Keeping the entire class engaged at all times to increase learning

Group Alerting:

Group Alerting Keeping the entire class engaged at all times to increase learning Teacher asks a student a question and others pay attention

Group Alerting:

Group Alerting Keeping the entire class engaged at all times to increase learning Teacher asks a student a question and others pay attention Calling on students randomly

Group Alerting:

Group Alerting Keeping the entire class engaged at all times to increase learning Teacher asks a student a question and others pay attention Calling on students randomly I Peter 3:15 “...and be ready always to give an answer...”

Group Alerting:

Group Alerting Keeping the entire class engaged at all times to increase learning Teacher asks a student a question and others pay attention Calling on students randomly I Peter 3:15 “...and be ready always to give an answer...” Matthew 24:42 “Watch therefore: for ye know not what hour your Lord doth come.“

Encouraging Accountability:

Encouraging Accountability

Encouraging Accountability:

Encouraging Accountability Communicating to students that their participation may be observed or even evaluated

Encouraging Accountability:

Encouraging Accountability Communicating to students that their participation may be observed or even evaluated Fill out an “exit ticket” answering a specific question about the day's assignment

Encouraging Accountability:

Encouraging Accountability Communicating to students that their participation may be observed or even evaluated Fill out an “exit ticket” answering a specific question about the day's assignment Complete a rubric while another student gives an oral presentation

Encouraging Accountability:

Encouraging Accountability Communicating to students that their participation may be observed or even evaluated Fill out an “exit ticket” answering a specific question about the day's assignment Complete a rubric while another student gives an oral presentation Matthew 12:36 “But I say unto you, That every idle word that men shall speak, they shall give account thereof in the day of judgment.”

High Performance Formats:

High Performance Formats

High Performance Formats:

High Performance Formats Keeping students on task by defining what they are to do when not directly involved in a lesson

High Performance Formats:

High Performance Formats Keeping students on task by defining what they are to do when not directly involved in a lesson Work a problem that another student works on the board so they can check his work

High Performance Formats:

High Performance Formats Keeping students on task by defining what they are to do when not directly involved in a lesson Work a problem that another student works on the board so they can check his work Complete an outline during a lecture

High Performance Formats:

High Performance Formats Keeping students on task by defining what they are to do when not directly involved in a lesson Work a problem that another student works on the board so they can check his work Complete an outline during a lecture Follow along as a student reads aloud

High Performance Formats:

High Performance Formats Keeping students on task by defining what they are to do when not directly involved in a lesson Work a problem that another student works on the board so they can check his work Complete an outline during a lecture Follow along as a student reads aloud Proverbs 19:15a “Slothfulness casteth into a deep sleep;”.

Momentum:

Momentum

Momentum:

Momentum Keeping the lesson moving quickly

Momentum:

Momentum Keeping the lesson moving quickly Starting a lesson

Momentum:

Momentum Keeping the lesson moving quickly Starting a lesson Transitions

Momentum:

Momentum Keeping the lesson moving quickly Starting a lesson Transitions Ending a lesson

Momentum:

Momentum Keeping the lesson moving quickly Starting a lesson Transitions Ending a lesson Satiation

Momentum:

Momentum Keeping the lesson moving quickly Starting a lesson Transitions Ending a lesson Satiation Continuing a lesson after students have mastered the information; each class is different

Momentum:

Momentum Keeping the lesson moving quickly Starting a lesson Transitions Ending a lesson Satiation Continuing a lesson after students have mastered the information; each class is different Causing boredom which is what you are trying to avoid

Smoothness:

Smoothness

Smoothness:

Smoothness Keeping on track and avoiding distractions and confusion

Smoothness:

Smoothness Keeping on track and avoiding distractions and confusion Affects transitions

Smoothness:

Smoothness Keeping on track and avoiding distractions and confusion Affects transitions Jerkiness – the opposite of smoothness

Smoothness:

Smoothness Keeping on track and avoiding distractions and confusion Affects transitions Jerkiness – the opposite of smoothness Dangle

Smoothness:

Smoothness Keeping on track and avoiding distractions and confusion Affects transitions Jerkiness – the opposite of smoothness Dangle Flip-flop

Smoothness:

Smoothness Keeping on track and avoiding distractions and confusion Affects transitions Jerkiness – the opposite of smoothness Dangle Flip-flop Truncation

Smoothness:

Smoothness Keeping on track and avoiding distractions and confusion Affects transitions Jerkiness – the opposite of smoothness Dangle Flip-flop Truncation Thrust

Smoothness:

Smoothness Keeping on track and avoiding distractions and confusion Affects transitions Jerkiness – the opposite of smoothness Dangle Flip-flop Truncation Thrust God of order – I Corinthians 14:40

Keeping Interest:

Keeping Interest

Keeping Interest:

Keeping Interest Variety

Keeping Interest:

Keeping Interest Variety Ecclesiastes 2:24 ”There is nothing better for a man, than that he should eat and drink, and that he should make his soul enjoy good in his labour.”

Keeping Interest:

Keeping Interest Variety Ecclesiastes 2:24 ”There is nothing better for a man, than that he should eat and drink, and that he should make his soul enjoy good in his labour.” Challenge

Keeping Interest:

Keeping Interest Variety Ecclesiastes 2:24 ”There is nothing better for a man, than that he should eat and drink, and that he should make his soul enjoy good in his labour.” Challenge I John 2:14b “I have written unto you, young men, because ye are strong, and the word of God abideth in you, and ye have overcome the wicked one.”

Summary:

Summary

Summary:

Summary Teacher-centered philosophy

Summary:

Summary Teacher-centered philosophy Teacher must be aware of all of the students in the classroom at all times

Summary:

Summary Teacher-centered philosophy Teacher must be aware of all of the students in the classroom at all times Both teach and prevent discipline problems (multitask)

Summary:

Summary Teacher-centered philosophy Teacher must be aware of all of the students in the classroom at all times Both teach and prevent discipline problems (multitask) Well-planned lessons and activities (materials and room prepared)

Summary:

Summary Teacher-centered philosophy Teacher must be aware of all of the students in the classroom at all times Both teach and prevent discipline problems (multitask) Well-planned lessons and activities (materials and room prepared) Smooth lesson movement and transitions