KOUNIN MODEL
DESIST
When teacher engages in to stop misbehavior.
Clarity: measure of the amount of
information the teacher provides
students during a desist.
Firmness: The extent to which teachers
convey the message.
Roughness: Extent to which the teacher
expresses anger or expiration through
scowls, remarks, threats, or punishment.
Withitness: The ability to know what is
going on in classroom at all times.
Overlapping: The management of more
than one activity simultaneously, does not
consist exclusively of verbal directions given
to students.
GROUP FOCUS
MOVEMENT MANAGEMENT
Teachers who could keep students paying
more attention to the same thing at the
same time has fewer disruptions and their
students learned more
AVOIDING JERKINESS
GROUP ALERTING
The degree to which learners are involved
in learning tasks, maintain attention and
keep them on their toes.
Stimulus Boundedness: Getting off the track during
a lesson by reacting to other relatively
unimportant thing going on at the same time.
Thrusts: Sudden interruption of a learning activity
with an irrelevant announcement, order,
statement or a question.
1.Create suspense.
Dangles: Interruption that occurs when a teacher
who is involved with the students in one activity
suddenly begins another, thereby leaving the
previous undertaking hanging in midair.
2.Avoid naming a student who will be
called on until a question is asked.
Truncations: Learning activity is begun and
suspended.
3.For a response in unison, teachers might
either have the whole group recite or ask
all students who know an answer to raise
their hands.
Flip-flops: Occur at transition points where the
teacher terminates one activity and then starts
another, only to return to the original activity
again.
The following techniques are
recommended by Kounin for group alert.
AVOIDING SLOWDOWNS
PREVENTING BOREDOM
This could be prevented through meaningful challenging work, variety, content,
difficulty, presentation, materials and group structure.
Overdwelling: When teachers continue to focus
exclusively on a single issue long after students
have understood the point being made.
Fragmentation: When teachers break an activity
into subparts when it could be carried out as a
single unit.
Assertive Discipline
THE NON-ASSERTIVE STYLE
Non-assertive teachers fail to let their
students clearly know what they want and
what they will not accept. They also fail to
backup their words with appropriate,
decisive actions. Commonly, they threaten
the misbehaving student but stop short of
implementing their threats. Sometimes
they even ignore the unacceptable
behavior.
Example: Julie keeps talking out of turn
and disrupting the classroom. Instead of
directly addressing the behavior and
setting clear boundaries, the teacher
hesitates to intervene. As a result, Julie
keeps talking and making it difficult for
other students to focus on the lesson.
THE ASSERTIVE STYLE
THE HOSTILE STYLE
Teachers who use a hostile response style
address students in an abusive way. They
make derogatory remarks and often lose
their temper
Example: Mr. Applegate tells a student he
is stupid for not knowing the answer to his
question.
When teachers respond assertively, they clearly
communicate their wants and feelings to their
students and indicate a willingness to back up
their words with actions if needed. This
approach ensures greater compliance with their
demands and expectations, so long as their
demand and expectations are not unreasonable.
For example: Ms. Romero had a student who
habitually picked on other students every day.
One day the student hit another student and
then sat back in his seat and laughed out loud.
Ms. Romero observed and firmly said. “Fred,
stop fighting!” She added, “Fred, I will not
tolerate your fighting in class. You have a choice:
either stop fighting or go to the principal’s office.
APPLYING ASSERTIVE DISCIPLINE
1.Establish rules or expectations: Rules in the classroom should be based
on the needs of the teachers. Teachers need to specify exactly what
behaviors they expect of children.
2.Track misbehavior: Once students have been informed of teacher’s
expectations, teacher’s must follow through to ensure that their demands
are met. If a system of writing names and check marks on the board is
used, it is a simple matter to make sure that students receive the same
punishment identified for each number of checkmarks.
3. Use punishments to enforce limits: It is important to follow through on
demands. When telling students what will happen if they do not comply
with a demand, teachers should make promises, not issue threats. Several
methods of punishment are used in assertive discipline. These methods
are: Timeout, withdrawing a privilege, Detention, being sent to the
principal’s office, calling parents, send them to another class, tape
recording.
4. Implementing a system of positive consequence: It is essential for
teachers to respond not only to bad behavior but also the good behavior of
children. This can be done through personal attention by teacher, positive
notes or telephone to parents, awards, special privileges, material rewards,
home rewards and group rewards.
Problems with punishment