Theories of Instructional Management by Jacob Kounin(1)

GROUP MEMBER:MIRA TEY WEE LING

ALEX LIEW CHOON HUALORRETTA CHEREMAI KONG

Theories of instructional Management by Jacob Kounin

BY LORRETTA CHEREMAI KONG

JACOB KOUNIN• Was a psychologist.• Two studies regarding classroom

management in 1970.• These studies emphasized how

teacher could manage student lesson and classrooms to reduce the incidence of bad behavior .

Principles of the Theory

• Prevent misbehavior in class by focusing on techniques and strategies of discipline in the first place.

• A good instructional management depends on effective lesson management.

• Teacher needs to be alert of the surrounding including all aspect of the classroom; physical etc.

• Teacher needs to keep students attentive and actively engage in the classroom .

• Teacher should be able to multi-task.• Activities of the classroom should be enjoyable and

challenging.

APPROACHES

Ripple effect

OverlappingWithitness

Group focus

Smoothness and momentum

Ripple effect

• Teacher corrects a misbehavior of one student and it influences the behavior of the surrounding students.

Overlapping

• Teacher able do multi-tasking.

• Able to attend to two or more issues at one time.

• Don’t disturb teaching and learning process.

• Roxana Moreno said that “ A teachers’ ability to address behavioural issues without interrupting instruction is referred to as overlapping”

Withitness • Awareness of what is going on in all part of

the classroom all the times.• Having “Eyes in the back of your head”

Group focus• Keep the students actively participate in the

classroom activities.

Smoothness and momentum

• Smooth- smooth transition between of the activities.

• Momentum- appropriate space and progress according to the student proficiency level.

Strengths

• Actively engage students in high interest lessons

• Motivate students to attend class• Positively participate in activities• Students are able to manage their own

behaviour.• Well-planned and well implementation

of lesson.• Holding student attention in class.

Weaknesses

• Not all students are active students

• Some students doesn't like advised by their teacher.

• Students may be sensitive towards teacher’s management.

• Difficult for big classroom.

Practicality of the theories in the Malaysian Classroom

• Theories of instructional management by Jacob Kounin can be implemented in Malaysian classroom.

• Because teacher is the one that controls the classroom.

• Withitness - This theories will be more effective when apply from the beginning of the school year.

• Help teacher to reduce discipline problem in the class. Davis & Thomas (1989) said that teacher who have developed this skill prevent management problem by immediately picking up on student’s cue and responding to them before they become a discipline problem

Disadvantages

• Withiness-Instruction management theories not suitable for big number of students in class.

• Because teacher cannot follow every single happening in class

• Group focus- big classes makes group focus activity impossible because control over the groups are weak and impossible.