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Katie Bober Zach Ulrich Reese Werner
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Jacob Kounin, Educational Psychologist
Relationship between teacher’s discipline and instructional methods
Teachers need to have organized lessons and clear expectations
Leads to less behavior problems
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Correcting one student’s behavior while influencing others
Name behavior and why it is wrong
May deter others from misbehaving
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Awareness of surroundings
“Eyes in the back of your head”
All students within your eyesight at all times
Propose alternative behavior at first sign of misbehavior
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Completing two tasks at once
Attention is evenly split
Body Language is important
Students work better when teacher is watching
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Have clear expectations
Practice different transition times
Lessons flow smoothly
Ideas are connected together
Stay on task
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Whole group engagement, despite one individual answering
Have students answer questions for each other
Create challenges for individuals and whole groups to complete
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Clear Expectations
Transition Plans
Completed Lessons
Encourage engagement of all types
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Less likely to happen if Brayden was engaged in the lesson
Call out his name
Refer to classroom expectations
Propose alternative behavior i.e. have him write down his classmate’s answers
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+ Holds students accountable for actions
+ Prevents behaviors from occurring
+Holds teachers accountable for their teaching methods
-Preventing behavior = complete involvement
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Kounin, J. (1977). Discipline and group management in classrooms. New York: Holt, Rinehart, and Winston.
Charles, C.M. (1996). Building classroom discipline (5th ed.). New York: Longman.
Barr, R., & Dreeben, R. (1977). Instruction in classrooms. Review of Research in Education, 5, 126-131. Retrieved from http://www.jstor.org/stable/1167173
Kounin, J. S., & Sherman, L. W. (1979). School Environments as Behavior Settings. Theory Into Practice, 18(3), 145. Retrieved from Academic Search Complete