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Disediakan Oleh:: Idah Binti Basrin Norzilah Jestar Nur Maechea Binti Avelino Mohd Shyakir Ariffin Mohd Faiz Bin Sahmain

Kounin's model of classroom discipline focuses on preventative techniques to minimize misbehavior through effective lesson management, group focus, and addressing issues promptly through "withitness." Some of the core concepts in Kounin's model include the "ripple effect" of correcting one student's behavior, "overlapping" to attend to multiple tasks, and reducing "satiation" to maintain student interest. The goal of Kounin's techniques is to create an engaging classroom environment that maximizes learning and minimizes disruptions.

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78 views

Disediakan Oleh:: Idah Binti Basrin Norzilah Jestar Nur Maechea Binti Avelino Mohd Shyakir Ariffin Mohd Faiz Bin Sahmain

Kounin's model of classroom discipline focuses on preventative techniques to minimize misbehavior through effective lesson management, group focus, and addressing issues promptly through "withitness." Some of the core concepts in Kounin's model include the "ripple effect" of correcting one student's behavior, "overlapping" to attend to multiple tasks, and reducing "satiation" to maintain student interest. The goal of Kounin's techniques is to create an engaging classroom environment that maximizes learning and minimizes disruptions.

Uploaded by

Joeriza Molde
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Disediakan Oleh:

Idah Binti Basrin


Norzilah Jestar
Nur Maechea Binti Avelino
Mohd Shyakir Ariffin
Mohd Faiz Bin Sahmain
Models of classroom discipline and
its application

The Kounin Model


(Group Management)
By
Jacob Kounin
Introduction to Kounin’s Model…

Kounin's model focuses on preventive


discipline  techniques and strategies designed
to prevent the occurrence of discipline problems
in the first place

Good classroom management depends on


effective lesson management.

Kounin's key ideas include the "ripple effect,"


"withitness," "overlapping," effective
transitions, group focus, and satiation.
Kounin’s Principle Teachings…

■ Teacher need to be more attentive to all aspects


of classroom.

■ Effective teacher keep students attentive and


actively involved.

■ Teacher should be able to attend to two


event/activities at the same time.

■ Activities should be enjoyable and challenging.


“Ripple Effect”…

☺ Occurs when the teacher corrects a misbehavior


in one student, and this positively influences the
behavior of other nearby students.
☺ It is influenced by the clarity and firmness of the
correction.
☺ The effect is greater when the teacher clearly
names the unacceptable behavior and gives the
reasons for the desist.
Exp:
Firmness, that is, conveying an "I mean it"
attitude, enhances the ripple effect.
☺ The ripple effect is most powerful at the
early childhood/primary level.
☺ At the high school level, Kounin found that
respect for the teacher along with high
motivation to learn leads to the greatest
student involvement and minimum
misbehavior by students.
Whithitness…

☺ Teacher's awareness of what is going on in all


parts of the classroom at all times or commonly
refer as "having eyes in the back of the
head."
Exp:
If students are off-task and fooling around, the
teacher needs to send a clear message that
communicates to the students that the teacher
sees that they are not working and they need to
get started.
☺The effectiveness of withitness is increased
when the teacher can correctly identify the
student who is the ‘instigator’ of the incident.
☺Teacher who target the wrong student for a
desist or a reprimand are perceived by the
students are not knowing what is really
going on.
☺Teacher should intervene early and quickly
in dealing with misbehavior. Failure to do
so allows the misbehavior to spread.
Overlapping…

☺ Kounin states that overlapping is the ability to


attend to two issues at the same time.
Exp:
A teacher can deal effectively with an interruption
while keeping an eye on the happenings across the
gym.
☺ Kounin found that teachers who are skilled at
overlapping were also more aware of what is going
on in the classroom.
☺ Students are more likely to stay on-task if they
know that the teacher is aware of what they are
doing and can help them when needed.
Effective Transitions…

☺ Kounin's research revealed an important


relationship between student behavior and
movement within and between lessons.

Notes:
Movement = pacing/momentum/transitions
≠ physical movement of teacher or students in
the class
☺ Teachers' ability to move smoothly from one
activity to the next, and to maintain momentum
within an activity has a great deal to do with their
effectiveness in controlling behavior in the
classroom.
☺ In smooth transitions, student attention is
turned easily from one activity to another, thus
keeping student attention on the task at hand.
Group Focus…

■ The ability to keep members of the class or group


paying attention to the task is essential in
maintaining an efficient classroom and reducing
student misbehaviour.

■ Effective grouping maximizes active participation and


keeps students engaged in learning.

■ There are two techniques that can be used by the


teacher during conducting a lesson in the class.
Technique Function/Aim Ways to measure Advantages

Accountability Powerful force in ■ Record-keeping When students know


keeping students on- ■ Public recognition that they will be held
task ■ Skill testing accountable for their
■ Written work. learning and behavior
and teachers know
how each student is
progressing, student
misbehavior
decreases.

Alerting Focusing the attention ■ Demonstration Students become


of group ■ Using questions to more alert and give
check students more attention during
understanding the lesson/activities
■ Varying the student conducted by teacher.
who is called upon to
give an answer
Satiation…

■ Means being satisfied or having enough


■ To describe students progressive loss of interest in
the task especially when students experience
satiation or boredom.
Exp:
☺ Work on the task without giving it much
thought
☺ Try to create some excitement through fooling
around with a classmate or engaging in other
forms of misbehaviour
Kounin suggests reducing satiation by…

Providing students with a feeling of progress

Offering students challenges throughout the


lesson

Being enthusiastic.

Using different teaching styles and add


variety to the lesson
Conclusion…

The techniques advocated by Kounin for class control are all


intended to create and maintain a classroom atmosphere conducive
to learning. By keeping students busily and happily engaged,
behaviour problems are reduced to a minimum.

Kounin does not believe that teachers' personality traits are


particularly important in classroom control. What is important, he
insists, is teacher's ability to manage groups and lessons.

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