INSTRUCTIONAL CLASSROOM MANAGEMENT

• Introduction• The Kounin Model• The Jones Model

INTRODUCTION

Well-planned and well-implemented instruction will prevent most classroom problems and

make the pupils engage more in the learning process with activities that meet their interest,

needs and abilities.

THE KOUNIN MODEL

INTRODUCTION

• Successful managers (teachers), totally aware of everything in the classroom environment

• Prevent classroom problems• Keep pupils actively engaged• Conducted well-planned lesson with smooth

transitions

SKILLS

Withitness

Overlapping Activities

Movement Management & group focus

Withitness

Skill to know what is going on in all

parts of the classroom at all

times

“Withit” teachers respond

immediately to pupil misbehaviour

– detect who

Major components:1) Scanning the class

frequently2) Establishing eye

contact with individual pupils

3) Having eyes in the back of your head

4) Do not make timing errors (waiting too

long)5)Do not make target errors (blaming wrong

person)

Skilled at Overlapping

Example: Keeping a small group on task, while also helping other pupils

with their seatwork

The ability to monitor the whole class at all times

Overlapping – handling two or more activities or groups at the

same time

MOVEMENT MANAGEMENT & GROUP FOCUS

• The ability to make smooth lesson transitions• Keep an appropriate pace and involve all

pupils in the lesson• Do not leave the lesson hanging• Keep pupils alert by holding their attention

THE JONES MODEL

INTRODUCTION

• Frederick Jones (1979) found that teachers lose 50% or more of their instructional time through pupils’ time-wasting (walking and talking around class).

Body Language

Incentive System

Limit Setting Giving Help Efficiently

STRATEGIES

Limit Setting

• The establishment of classroom boundaries for appropriate behaviour.

• Limits: -Should include the formation of rules of behaviour-What to do when stuck on seatwork-What to do when finished with assigned seatwork

Body Language

• A set of physical mannerisms that tend to get pupils back to work

• Most effective ways:– Physical proximity to pupils, direct eye contact,

body position, facial expressions and voice tone

Incentive Systems

• Using preferred activities:– Educational games, free reading, when it’s free time-on

computer (motivational reward for desired behavior)

• Using peer pressure (quite effective motivator)– Time can be deducted (to misbehave pupils)– Using stopwatch placed in classroom

Giving Help Efficiently

• Related time on task• Average – teacher spends 4minutes helping

individual pupils (having difficulty with seatwork)

• Can be cut to not more than 2seconds per pupil

• More pupils to be helped and reduces the tendency for pupils to work only when the teacher is standing near them