Kounin's Theories on Lesson Management and Discipline in the Classroom

 

Kounin's theories on lesson management and discipline in the classroom shaped education as we know it. This article will discuss his basic theories known as withitness, momentum, smoothness, group alerting, accountability, overlapping and satiation. CONTENT: Kounin's theories on lesson management and discipline in the classroom shaped education as we know it. Kounin was an educational psychologist who "became known for his detailed investigations into the effects of classroom management and lesson management on student behavior." (Charles & Senter, 2004, pp.56). This article will discuss his basic theories known as withitness, momentum, smoothness, group alerting, accountability, overlapping and satiation (Charles & Senter, 2004, pp.56).

Withitness

This simple term means to know what is happening in all areas of the classroom at all moments. Teachers are much like managers because they must know what is going on with all the students just like a manager must know what all the employees are doing.

Momentum

Kounin described this skill as "starting lessons with dispatch, keeping lessons moving ahead, making transitions among activities efficiently, and bringing lessons to a satisfactory close" (Charles & Senter, 2004, pp.58). Momentum keeps the lesson moving. It creates discipline through lesson management.

Smoothness

This ability is important in a classroom in order to keep students focused on the lesson. Management of distractions and consistency will add to discipline throughout the lesson. Smoothness keeps students involved and active in the classroom.

Group Alerting

Lesson Management and discipline rely on group alerting to keep students focused in the busy classroom. Successful teachers have "systems for gaining student attention and clarifying expectations" ( Charles & Senter, 2004, pp. 58).

Accountability

Effective lesson management is achieved through the theory of accountability. Teachers can manage a classroom and instill discipline in students by making sure to keep them accountable for the actions and their learning. This method should be practiced "regularly calling on students to respond, demonstrate, or explain" (Charles & Senter, 2004, pp.59).

Overlapping

When trying to instill discipline in a classroom overlapping is a valuable tool. Overlapping requires teachers to focus on more than one area of the classroom at the same time. A teacher must be able to "attend to two or more events simultaneously" (Charles & Senter, 2004, pp.60). This lesson skill will achieve lesson management in a classroom and promote discipline.

Satiation

In effective lesson management a teacher will inspire and maintain a students involvement, but a teacher must also monitor it. Effective lesson management requires a teacher to know when "students have had their fill of the topic as indicated through disengagement, boredom, and misbehavior" (Charles & Senter, 2004, pp.61). Discipline in the classroom is easier to achieve when students remain interested in the subject matter. It is important for a teacher to know when to move on.

Kounin's theories on lesson management and discipline in the classroom are still held in high regards in our educational system today. Teachers must understand and utilize the theories of withitness, momentum, smoothness, overlapping, group alerting, accountability, overlapping, and satiation to effective instill discipline through lesson management.

Reference:

Charles, C. M., & Senter, G. W. (2004).Building Classroom Discipline (8th Edition)(8 ed.). Boston, MA: Allyn & Bacon.

Gordon's Theories on Discipline in the Classroom

 

Thomas Gordon's theories on discipline in the classroom promote a healthy learning environment for students. Gordon "pioneered the teaching of communication skills and conflict resolution to parents, teachers, youth, and managers of organizations,' and, "2 million people have undergone his training programs worldwide" (Charles & Senter, 2004, pp.63). His theories on collaborative class management, communication roadblocks, I-messages, you-messages, and no-lose conflict resolution provide a classroom with discipline.

Collaborative Class Management

Gordon's theory on collaborative class management is used by nearly all classrooms in order to instill discipline. This method of management requires students to actively participate and make decisions concerning their learning. Students and teachers work together to determine lessons, set up the classroom, and choose methods of learning. This interactive means of discipline is a productive way to teach kids responsibility and accountability.

Communication Roadblocks

Discipline in the classroom can not exist if there is not effective communication. Communication roadblocks are a deterring force to discipline. These roadblocks can occur with a teacher who is "moralizing and telling the student what he or she ought to do" (Charles & Senter, 2004, pp. 63). Teachers should be aware of the presence of communication roadblocks in the classroom.

I-Messages and You-Messages

An important part of Gordon's theories on discipline and classroom management is I and You messages. It is important for a teacher to use the I form of communication instead of you-messages. I-messages explain how you "personally think or feel about another's behavior and its consequences" (Charles &Senter, 2004, pp.67). You messages place blame and do not effectively influence students. Gordon believed that students should be influenced by the teacher to do well instead of quilted into discipline. Being aware of the way messages are conveyed to students in the classroom is important to encourage and instill discipline.

No-Lose Conflict Resolution

This means of conflict resolution is important when trying to maintain discipline in the classroom. Teachers must present the students with a way to resolve conflicts where everyone feels better about it. Conflicts present the students and teacher with a means of learning. No-lose conflict resolution occurs when a teacher can start a discussion which helps the students learn from the conflict and figure out how to avoid it in the future. This effective means of discipline allows students to find a "way of ending disputes by enabling both sides to emerge as "winners" (Charles & Senter, 2004, pp.69).

Gordon's theories on discipline in the classroom are still utilized today across the world. Educators will benefit from understanding the Gordon's theories on collaborative class management, communication roadblocks, I-messages, you-messages, and no-lose conflict resolution.

Reference:

Charles, C. M., & Senter, G. W. (2004).Building Classroom Discipline (8th Edition)(8 ed.). Boston, MA: Allyn & Bacon.

B.F. Skinner's Theories on Discipline in the Classroom

B.F. Skinner's theories on discipline in the classroom have helped to mold the way teachers instill discipline in their students for decades. His theories were not directed at classroom behavior, but his findings have influenced and led the way in many classroom discipline methods since the 1960s (Charles & Senter, 2004). This essay will discuss the impact of B.F. Skinner's theories on discipline in the classroom.

Behavior Modification

Skinner wrote many articles and essays on "how our voluntary actions are influenced by what happens to us immediately after we perform a given act" (Charles & Senter, 2004, pp. 33). These papers led to the theory of behavior modification which is used everywhere in the educational field. Behavior modification refers to the use of reinforcement in order to shape the behavior of a student.

Constant Reinforcement

Skinner noted in many of his works that "much if not most of our voluntary behavior is shaped as we receive reinforcement immediately after we perform an act" ( Charles & Senter, 2004, pp. 45). This theory led teachers to use constant reinforcement as a form of discipline in the classroom. This type of reinforcement allowed students to learn new desired ideas, rules, and skills. This type of discipline must be done every time a student does something correct (Charles & Senter, 2004).

Intermittent Reinforcement

After rules and skills are established a teacher will then need to rely on intermittent reinforcement in order to remain a level of discipline in the classroom. Since the behavior is established the need for reinforcement lessens. The use of reinforcing stimuli is only needed for discipline occassionally (Charles & Senter, 2004).

Reinforcing Stimuli

In order to maintain discipline in the classroom according to Skinner's findings the use of reinforcing stimuli is necessary. Some examples of this type of reinforcement "knowledge of results, peer approval, awards and free time, and smiles, nods, and praise from the teacher" (Charles & Skinner, 2004, pp. 34). This type of positive reinforcement has been used for decades in the classroom as a form of rewards for discipline.

Conclusion

Skinner's theories on how humans react to reinforcing stimuli has played a large role in the education and discipline of students in the classroom. Although Skinner had no intentions on having an impact on education his theories have been popular and utilized for many years. Reinforcement is a positive way to discipline students, and it is a helpful tool in the goal of classroom discipline.

Reference:

Charles, C. M., & Senter, G. W. (2004). Building Classroom Discipline (8th Edition) (8 ed.). Boston, MA: Allyn & Bacon.

Effective Tips for Monitoring Students in the Classroom

 

Learning effective tips for monitoring students in the classroom can have a huge impact on the learning environment. All teachers must be able to monitor the learning and comprehension of students in the classroom. This article will provide teachers with several effective tips for monitoring students in the classroom.

Monitoring a student's progress in the classroom can be tricky because there are so many different types of students and classes. Making sure to consider the work assigned and the interaction of the students in the classroom are effective tips for monitoring classroom progress.

Independent Work

During independent work in the classroom students most be monitored in ways that will not disrupt the concentration of the class. Using signals for students to communicate that they need help or are done with the assignment is important to maintain focus and quiet during independent work. Folded hands can mean the work is complete and holding a pencil up can mean help is needed. A student can also stand at the teacher's desk if he needs help. Another important part of monitoring students during independent work is walking around the classroom. This will allow you to see how a student is progressing. IT will also allow you to give individual students help and encouragement.

Group Work

Group work is another time in the classroom where students must be monitored effectively. During this type of assignment students can easily fall of track and lose sight of the assigned work. In order to monitor students during group work a teacher must assign students specific tasks in the group. This will provide students with the responsibility they need to stay focus. It is also imperative to make sure students are paying attention and concentrating on the assignment by asking the students questions about the task at hand. These techniques are an effective way to monitor students in the classroom.

Interaction and Enthusiasm

Another effective tip for monitoring students in a classroom is by making sure the students are interactive and enthusiastic. In order to monitor the students understanding of homework you should discuss the past assignments before leading into the new assignments. This will show a correlation between both lessons, refresh the work in the minds of the students, and monitor their comprehension.

It is important to be aware of these effective tips for monitoring students in the classroom if you want to be a successful teacher. Monitoring students is important because it tracks their understanding and progress.

Kounin's Educational Theories on Management and Discipline

Kounin's educational theories on management and discipline have had a positive impact on education for many years now. Management and discipline in the classroom are important if the students and teacher are to be successful in the learning process. This article will discuss the key points of Kounin's educational theories on management and discipline.

Awareness is one of the key points of Kounin's theories on educational management and discipline. This idea means that a teacher must constantly be aware of what is going on in the classroom. This is difficult, but it can occur through use of routine and organization.

Momentum is another part of Kounin's theories, and it keeps productivity flowing. Momentum is the part of educational management and discipline that keeps the lessons moving along. It is the flow of the introduction, lesson, activities, and conclusion. It keeps students involved and the lesson flowing.

Smoothness is an important part of educational management and discipline that Kounin described in his theories. Smoothness requires a teacher to keep students attentive to the lesson at hand. Smoothness means to handle interruptions easily and maintain the structure of the lesson despite problems that arise.

Keeping the group alert is another aspect of Kounin's educational theories on management and discipline. Group alerting is a skill teachers must obtain in order to manage and discipline the students. This skill requires a teacher to have manners in which to check the awareness and attention of the students through positive interaction.

Accountability is positive point of Kounin's educational theories that will increase discipline in the classroom while teaching students how to manage themselves. Holding students accountable for their learning is important to the learning process. This point requires that a teacher interact with students through questions and conversation.

Classroom discipline and management can be hard when satiation occurs. Kounin's educational theories suggest that a teacher must be aware of when the students have drawn enough knowledge of a lesson. If the students are to be managed and disciplined effectively lessons should not continue to the point of boredom or satiation. Maintaining interest and enthusiasm of a subject is very important to educational management and discipline in the classroom.

Understanding Kounin's educational theories on management and discipline is important when trying to be a good teacher. The key points in Kounin's theories on education, management, and discipline can highly impact the success of a teacher in the classroom.

Piaget's Developmental Theory and Stages of Cognitive Development

 

Understanding children, how they develop, and how they learn is one of the most important jobs of a teacher, and there are many theories based on this understanding. Jean Piaget was a "biologist who originally studied mollusks, but moved into the study of the development of children's understanding;" he studied children and their development and learning habits intensely (Atherton, 2009, pp.2). Piaget's developmental theory is still studied today by education majors in order to understand how children develop, think, and learn, and this article will discuss Piaget's developmental theory and stages of cognitive development.

Sensori-motor

This is the first stage of cognitive development in children, and this stage occurs from birth to two years old. This developmental stage is exemplified by a child's ability to "differentiate self from objects," and a child comes to the realization that "things continue to exist even when no longer present to the sense" (Atherton, 2009, pp.6). this stage in Piaget's developmental theory also suggests that a child is starting to act with purpose.

Pre-operational

The second stage of cognitive development includes children from the age of two to seven years old. This developmental stage is when a child starts using words and images to relate and symbolize objects and thoughts; during this time children will still find it hard to see from the perspectives of others (Atherton, 2009). This stage of cognitive development also signifies a child's inability to classify objects by more than one feature.

Concrete operational

This stage of Piaget's developmental theory encompasses the ages seven to eleven. During this developmental stage children learn to classify "objects according to several features and can order them in series along a single dimension;" children will also be capable to "think logically about objects and events" during this developmental stage of cognitive growth (Atherton, 2009, pp.9).

Formal operational

The final stage of cognitive development in Piaget's theory occurs from the age of eleven and up. This stage signifies a child's ability to hypothesize and test methodically. This developmental stage is also when children will become "concerned with the hypothetical, the future, and ideological problems" (Atherton, 2009, pp.11).

Piaget's developmental theory has led to many other theories on children's development, and some have argued and altered his theories, but his studies have had a very important impact on education. Piaget's cognitive development theory has played a significant role in education theory on a child's ability to learn.

Reference:

ATHERTON J S (2009) Learning and Teaching;Piaget's developmental theory[On-line] UK: Available: http://www.learningandteaching.info/learning/piaget.htmAccessed: 1 April 2010

Best Practices for Teaching Diverse Learners

The classrooms of today are extremely diverse. There are many teachers who do not take into consideration the diversity of the students they teach. There are many types of diverse learning groups, such as gender, cultural and linguistic. Students all come from different backgrounds, have different interests and have different learning structures that they are accustomed to. It is important to use the best methods of teaching a diverse student population as possible in order to be an effective teacher.

In order to effectively teach students of different genders it is important to encourage equal participation in all classes. If one gender is called on more often than anther there may be confidence issues. It is also beneficial to make sure presentations are done by both sexes in all different subjects, and to not expect certain genders to focus on certain subjects. When planning lesson plans it is valuable to present men and women in roles that are not stereotypical; this will help enforce the idea that gender is not a restriction. It is also a good practice to encourage males and females to pursue careers in non stereotypical roles; this will help students use their talents and skills in areas they are interested in. All of these methods are beneficial ways to help break down fears and stereotypes associated with gender. When these walls are broken down students will be more capable to learn and achieve.

It is important to take into account the diversity of cultures in a classroom in order to be the best teacher you can possibly be. When in a classroom it is very helpful to create a friendly environment in the classroom and encourage all students to participate. If there is a friendly environment where everyone is respected for their differences instead of feared or ridiculed real learning can be achieved. If the classroom environment is a friendly environment than students will be more excited to learn; they will also be less shy and afraid to contribute their own ideas to the class. In the case of English Language Learners and students who are not familiar with American culture it is important to use many concrete examples such as pictures to help teach the lessons. It is also beneficial to assign learning partners to help assist the learning process in culturally diverse classrooms.

Encouraging all students to participate can be applied to both types of learner identified. Interaction is the best method of learning. When a student participates in the classroom they are not only hearing or seeing the lesson be explained; they are interacting and learning the lesson through their own involvement. This has a much stronger impact on a child and leaves a much longer lasting effect on the child. I feel this single strategy can be effective for all learners because interaction is the best method of learning, and when a student is encouraged to participate they will have more confidence in themselves. I think confidence will help a student be capable of learning.

All of these ideas are important when teaching in a diverse classroom environment, and should be taken advantage of when trying to become the best teacher you can possibly be.

By Sarah Ganly

Best Practices for Teaching Diverse Learners

The classrooms of today are extremely diverse. There are many teachers who do not take into consideration the diversity of the students they teach. There are many types of diverse learning groups, such as gender, cultural and linguistic. Students all come from different backgrounds, have different interests and have different learning structures that they are accustomed to. It is important to use the best methods of teaching a diverse student population as possible in order to be an effective teacher.

In order to effectively teach students of different genders it is important to encourage equal participation in all classes. If one gender is called on more often than anther there may be confidence issues. It is also beneficial to make sure presentations are done by both sexes in all different subjects, and to not expect certain genders to focus on certain subjects. When planning lesson plans it is valuable to present men and women in roles that are not stereotypical; this will help enforce the idea that gender is not a restriction. It is also a good practice to encourage males and females to pursue careers in non stereotypical roles; this will help students use their talents and skills in areas they are interested in. All of these methods are beneficial ways to help break down fears and stereotypes associated with gender. When these walls are broken down students will be more capable to learn and achieve.

It is important to take into account the diversity of cultures in a classroom in order to be the best teacher you can possibly be. When in a classroom it is very helpful to create a friendly environment in the classroom and encourage all students to participate. If there is a friendly environment where everyone is respected for their differences instead of feared or ridiculed real learning can be achieved. If the classroom environment is a friendly environment than students will be more excited to learn; they will also be less shy and afraid to contribute their own ideas to the class. In the case of English Language Learners and students who are not familiar with American culture it is important to use many concrete examples such as pictures to help teach the lessons. It is also beneficial to assign learning partners to help assist the learning process in culturally diverse classrooms.

Encouraging all students to participate can be applied to both types of learner identified. Interaction is the best method of learning. When a student participates in the classroom they are not only hearing or seeing the lesson be explained; they are interacting and learning the lesson through their own involvement. This has a much stronger impact on a child and leaves a much longer lasting effect on the child. I feel this single strategy can be effective for all learners because interaction is the best method of learning, and when a student is encouraged to participate they will have more confidence in themselves. I think confidence will help a student be capable of learning.

All of these ideas are important when teaching in a diverse classroom environment, and should be taken advantage of when trying to become the best teacher you can possibly be.