Main Goal. Integrating Teaching and Discipline.

Kounin believes that desirable attribute such as being warm and understanding will not manage a classroom. He believes that it is important to have: withitness, overlapping, momentum, smoothness, group alerting, encouraging accountability, high participation format and transitions to manage a classroom. Desists: an effort to stop misbehaviour, most effective way by clearly spoken and understandable instruction. Ripple effect is an outcome from desists. Momentum is the flow of a lesson. roll-with-the-punches in acknowledging that things might go wrong. Being able to fluidly adapt and continue onward despite distractions and disruptions. Smoothness is also highly related to momentum. Its about being able to keep on track without getting on tangents as well as being diverted by irrelevant questions. Group alerting is engaging attention of the whole class while individuals are responding. Encouraging accountability is communication to the students that their participation will be observed and evaluated. High participation Formats is using lessons that define behaviour of students when they are not directly answering teachers questions. Transitions are the intervals between one activity and another. Lesson interruptions: Stimulus Bound occurs when something distracts the teacher. Thrust happens when the teacher bursts in on a student working with unrelated conversation. Satiation is when lesson has gone on too long. Dangles, Flip Flops, and truncations happen when the lesson is not finished before moving on. Fragmentation describes when the lesson has been broken down into too many parts. Dealing with Discipline: Desists are clearly spoken statements to correct misbehaviour. Beware of over dwelling-lecturing on a corrective behaviour too long.

Kounins management strategies have promoted active learning not only in the regular education student but have the same effect on special education students. His strategies are also prevalent in education system today because they have proven to be effective ways to manage a classroom. Disadvantage: Students do not take personal responsibility for their behaviours. Does not provide strategies for dealing with serious disciplinary issues. Teacher is responsible for all effort put forth in creating and maintaining the classroom environment. Overlapping=multitasking Satiation: occurs when you teach the same less for so long that the students grow tired of the topic. Movement management: jerkiness-involves a lack of lesson smoothness or momentum Stimulus bound: when students are engaged in a lesson and something distracts the teacher attention, causing a loss of instructional focus and momentum. Overdwelling: involves dwelling on corrective behaviour or a lesson longer than required for most students understanding. Dangle: starting an activity then leaving it hanging in midair by beginning another activity. The original activity may or may not be resumed. Truncation: a longer lasting dangle in which the teacher drops the original activity. Flip Flop: terminating one activity and beginning another, the reverting to the first activity. Fragmentation: is unnecessarily breaking down a simple activity into sub-parts. Thrust: a sudden bursting in on students activities with an order, statement or question without considering whether or not the group is ready to receive the message.

Group focus: making a conscious attempt to keep the attention of all members of the class at all times. Exactly how much attention do you want the students to pay to you? Group Alerting: attempting to involve all learners in learning tasks. Group accountability: holding students responsible for their task performances.