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Kounin is a classroom behaviourist theorist Best known for his two studies done in 1970 He wrote the book, "Discipline and Group Management in Classrooms" Kounin worked to combine both discipline and learning in the classroom Kounin believed that organization and planning are key to engaging students This relationship is characterized by proactive teacher behaviour along with student involvement in learning


Teachers need to be attentive to all aspects of the classroom.

Effective teachers keep students attentive and actively involved.

Teachers should be able to attend to two activities at the same time.

Activities should be enjoyable and challenging.


Ripple Effect WithitnessOverlapping Movement Management Smoothness Momentum Group Focus and Accountability

Strategy 1: Ripple Effect

By correcting the misbehaviour of one student it can positively influence the

behaviour of another

Strategy 2: ‘Withitness

Awareness of what is going on in all parts of the classroom, i.e., teachers have eyes on the back of their heads!

Classroom layout benefits the teachers ability to see all students at all times

Strategy 3: Overlapping

When teachers can effectively tend to two or more events simultaneously

Students are more likely to stay on task if they know that the teacher is aware of what

they are doing (body language)

Strategy 4: Movement



Smooth transitions between activities Momentum:

Appropriate pace and progression through a lesson Group Focus and Accountability:

Keep the whole class involved and interested

When Managing the Classroom, Try to AVOID


Teacher leaves a topic and introduces new, unrelated material


like dangling, except that the teacher inserts left-over materials from a previous lesson


  • Teacher forgets to give clear instructions

at the appropriate time of a lesson.

Teacher must then re-explain the instructions to each student on an individual level


Teacher is distracted by an outside stimulus and draws the class’s attention to




Be aware of what is happening around the classroom.

Intervene before misbehaviours escalate.

Use routines, explanations and smooth transitions to gain the attention of the students.

Keep all students involved through constant supervision and accountability.

Reduce off task behaviour and boredom by creating challenges, extending tasks, providing progress and adding variety.

Be able to attend to more than one event at the same time.

Note: Classroom management is most effective

when these applications are applied at the beginning of the school year.



  • - Based on empirical research

  • - Teachers’ positive and negative influences may extend beyond the limits.

  • - Offers techniques for making desists effective.

  • - Stresses the importance of choosing the proper

discipline problem to deal with and timing desists


  • - Helps to teachers to create the impression that they are aware of everything happening in the classroom.


  • - Limited to use in classroom

  • - Shows to avoid discipline problems but not how to solveit.

  • - Doesn’t help students become personally responsible for their behavior.