Chapter+Six-+Jacob+Kounin

__**Chapter Six: Jacob Kounin**__ __**Key Terms:**__ **Key Concepts:** **Managing a Classroom with Instructional Activities:** Kounin believed that instructional behaviors are a very important part of classroom management. All teachers can use instructional techniques to promote good student behavior: **Elementary: ** Model your instruction. When you want students to learn a new skill, be sure that you model the skills for students by working through a sample problem or procedure first and verbalize your thoughts as you complete the procedure. Use music to designate transitions between lessons and to set a calming ton in the classroom. **Secondary: ** Know when to have the class take a break or when to change instructional strategy. During long block classes, build in a 5 minute break so that students can talk quietly, move around the room, visit the restroom, and relax at their seats.
 * __**Accountability**__**- The teacher holds all members of the class responsible for their learning and behavior.**
 * __**Dangles**__**- The teacher continues to find materials, reviews lesson plans, and talks with individual students when the class as a whole is ready for instruction**
 * __**Desists**__**- The teacher engages in a effort to stop a misbehavior**
 * __**Flip-flops**__**- The teacher is engaged in one activity and then returns to a precious activity that the students thought they had finished**
 * __**Fragmentation**__**- The teacher engages in a type of slowdown**
 * <span style="font-family: Trebuchet MS,sans-serif;">__**Group Alerting**__**- The teacher obtains and holds the attention of the class, both at the beginning of a lesson and as the activities change within a lesson**
 * <span style="font-family: Trebuchet MS,sans-serif;">__**Group Focus**__**- The teacher keeps the attention of all members of the class at all times, which assists in maintaining an efficient classroom and reducing students' misbehavior**
 * <span style="font-family: Trebuchet MS,sans-serif;">__**Jerkiness**__**- The teacher fails to develop a consistent flow of instruction, thus causing students to feel lesson momentum jerks from slow to fast**
 * <span style="font-family: Trebuchet MS,sans-serif;">__**Movement Management**__**- The teacher keeps lessons and groups engaged at an appropriate pace, with smooth transitions and varying activities**
 * <span style="font-family: Trebuchet MS,sans-serif;">__**Over-Dwelling**__**- The teacher dwells on an issue and engages in a stream of talk clearly longer than the time needed for students' understanding**
 * <span style="font-family: Trebuchet MS,sans-serif;">__**Overlapping**__**- The teacher supervises and attends to more than one group activity at the same time**
 * <span style="font-family: Trebuchet MS,sans-serif;">__**Ripple Effect**__**- The teacher corrects one student or calls attention to one student for his or her misbehavior and it ripples to other students causing them to behave better.**
 * <span style="font-family: Trebuchet MS,sans-serif;">__**Satiation**__**- The students have focused on one learning aspect too long and begin to lose interest, make more mistakes and misbehave.**
 * <span style="font-family: Trebuchet MS,sans-serif;">__**Slowdowns**__**- The teacher, when teaching, moves too slowly and stops instruction too often. Thus the students lose interest or learning momentum.**
 * <span style="font-family: Trebuchet MS,sans-serif;">__**Stimulus Bound**__**- The teacher has the students engaged in a lesson and then something attracts his or her attention, she or he loses the instructional focus and momentum while dealing with the other issue.**
 * <span style="font-family: Trebuchet MS,sans-serif;">__**Thrust**__**- The teacher teaches too slowly or too fast or switches back and forth, thus failing to acquire and hole an appropriate momentum for students to learn.**
 * <span style="font-family: Trebuchet MS,sans-serif;">__**Truncation**__**- The teacher engages in a dangle, yet fails to resume the original, dropped activity.**
 * <span style="font-family: Trebuchet MS,sans-serif;">__**Withitness**__**- The teacher perceives everything in all areas of the classroom at all times.**
 * <span style="font-family: Trebuchet MS,sans-serif;">__**Teacher Behavior**__**- Withitness and other teacher behaviors such as desists, overlapping, and satiation have an impact on student behavior**
 * __<span style="font-family: Trebuchet MS,sans-serif;">**Movement Management-** __<span style="font-family: &#39;Trebuchet MS&#39;,sans-serif; text-decoration: none;"> **Pacing and the ebb and flow of instruction are important in the presentation of a lesson and the maintenance of appropriate student behavior in the classroom.**
 * <span style="font-family: &#39;Trebuchet MS&#39;,sans-serif; font-weight: normal;">Establish Clear Procedures
 * <span style="font-family: &#39;Trebuchet MS&#39;,sans-serif; font-weight: normal;">Develop lessons that are neither too difficult nor too easy
 * <span style="font-family: &#39;Trebuchet MS&#39;,sans-serif; font-weight: normal;">Focus on the entire class, not dwelling too long on one or two students
 * <span style="font-family: &#39;Trebuchet MS&#39;,sans-serif; font-weight: normal;">Pace instruction to maintain student interest
 * <span style="font-family: &#39;Trebuchet MS&#39;,sans-serif; font-weight: normal;">Provide curricular content and instructional methods that interest and challenge learners.
 * <span style="font-family: &#39;Trebuchet MS&#39;,sans-serif; font-weight: normal;">Demonstrate appropriate instructional behaviors such as withitness and group alerting, avoiding behaviors such as dangles, fragmentation, and satiation.